Action Research On Teacher's Facilitation In Kindergarten Through Drama-in-Education Activities

In recent years,drama-in-education has attracted people's attention in China.Both the research on drama-in-education and the number of kindergartens roll out activities with regards to drama-in-education have increased significantly.Drama-in-education provides a virtual situation for children or allows children to imagine,so that children can fully understand themselves in the situation with the protection of role and study the relationship between self and society.Teacher support is the promise and guarantee for the effective implementation of drama-in-education activities,but most preschool teachers have not fully understand the unique value of this activity,especially for the specific implementation of how to provide support is still ambiguous.In order to help preschool teachers to solve the dilemma of how to provide support in drama-in-education activities,in this study we will be discussing from the point of view as preschool teachers in drama-in-education activities support and study if there are all kinds of problems as the breakthrough point,via combining the theory of cognitivism and constructivism,this research is committed to solve the problems listed above and to provide practical action for early childhood teachers with more hands-on exercise value guidance.Based on action research as the main line,taking the three picture books “little red riding hood”,“we are going to catch the bear” and “please protect the water and the air” as the carrier,designed three story drama approach activity plans.According to the dimension division of teacher support by self-determination theory,this study conducted an action research on teachers' cognitive support,emotional support and autonomous support through drama-in-education activities in a senior grade of X kindergarten in Jinan.And three rounds were carried out for each successive action research.During the research period,teachers and researchers jointly participate in the activity plan.After the activity,they will reflect and revise together,so that teachers can support them to constantly improve in the cycle of “exposing problems one by one” and finding solutions.Overall,in the summary and suggestion part,this study explains the effect of action research and puts forward corresponding suggestions.The results include teachers' more specific cognitive support,more detailed emotional support,and the gradual de-formalization of autonomous support.In addition,teachers' confidence in participating in the research has also been significantly improved.In order to better organize and support drama-in-education activities,teachers need to developed a correct concept of kindergarten drama-in-education,develop the ability to support drama-in-education activities and the enthusiasm to implement drama-in-education activities.Kindergartens should also provide benefits and support for the development of drama-in-education activities.