A Study On The Teacher's Response Behavior In The Middle Class Children's Asking For Help

Children's help event is a behavior activity that children seek help from others when they are faced with difficulties that they can't solve by themselves or because of conformity dependence.In the daily life of kindergartens,teachers have become one of the main objects of children's help seeking.Different response behaviors of teachers have different effects on children's individual health development.In 2011,the Ministry of Education issued the kindergarten teacher guidance program(Trial),which requires teachers to create an environment in which they want to say,dare to say,like to say,can speak organically and can get a positive response.Therefore,teachers need to have the ability to respond to children's help seeking behavior in a timely and appropriate way.In this study,four kindergarten teachers in different vocational development stages were selected from one public park and one private park in District B of Chongqing.The events of kindergarten teachers' response to children's help seeking behaviors were collected by observation and interview,and the events were recorded,classified and coded to reveal the causes,types,occurrence scenarios and the help seeking parties of children in the events In addition,it discusses the differences and problems of teachers' response behaviors in different situations,kindergartens and career development stages.Finally,it integrates the data and puts forward appropriate suggestions for teachers' response.This study is divided into six parts:In the introduction part,it mainly introduces the research questions,research purposes and significance,related literature,core concepts and research design.In the first part,131 children's help-seeking events were collected and analyzed from three aspects:the scene of the event,the cause of the event and the way of children's help-seeking in the event.The research found that: from the perspective of help-seeking scenarios,children have the most help-seeking times in life activities,followed by teaching activities,and the least in game activities;from the analysis of the causes of help-seeking events,children have the largest proportion of help-seeking events due to their own lack of ability,followed by material help-seeking events,and the least is herd dependence,combining the causes of events to help children The events can be divided into six types,namely material help,knowledge help,life help,interpersonal help,emotional comfort help and herd dependent help;From the help-seeking ways used by children in the help-seeking events,the most frequently used help-seeking ways of middle class children in the kindergarten are verbal help-seeking,followed by action help-seeking,crying help-seeking,and eye help-seeking.The second part makes a statistical analysis of the teacher's response behavior in the middle class children's help-seeking events from four dimensions: the type,the way,the emotional characteristics and the effect,and discusses the distribution of the teacher's response behavior in different types of children's help-seeking events.The third part compares the response behaviors of teachers in different stages of professional development,different situations of children's help seeking and different kindergartens.In the fourth part,the author summarizes the problems and causes of teacher's response behavior in the middle class children's help-seeking events,and finds that the appropriate response types of teachers are less,lack of targeted guidance;the response way is relatively single,lack of diversity;the emotional characteristics of the response are mainly in the middle,lack of emotional support;the purpose is simply to solve children's problems,ignoring the individual development of children;response The effect is mainly neutral,ignoring the basic needs of children.The fifth part,combined with the observation results and teacher interviews,analyzes the reasons for the differences in Teachers' response behavior,and from the correct understanding of children's help-seeking behavior,strengthen the attention to children's help-seeking behavior;reasonably regulate the emotional state,enhance teachers' emotional control;comprehensively use a variety of response types,improve the effectiveness of response behavior;mutual assistance in teaching and research,strengthen reflection to promote teachers' professional success The long-term and other aspects put forward the improvement strategy of teachers' response behavior.