Research On The Current Situation Of Teachers'Guidance In The Training Of Middle Class Children's Prosocial Behavior

Prosocial behavior is the behavior performance in the early stage of children's moral development,and it is also the initial stage of children's moral development.The development of children's prosocial behavior plays a very important role in personal moral development and healthy psychological formation.In the guide to learning and development of children aged 3-6 years,it is suggested that educators should educate children on their prosocial behaviors in combination with specific situations.The guide of kindergarten education was pointed out that children should be provided with opportunities for free activities,so as to promote the development of their prosocial behaviors.Therefore,we must pay attention to the development of children's prosocial behavior and lay a solid foundation for their moral developmentThis study focused on the topic of“how is the current situation,what problems exist,the causes of the problems and what suggestions are there for teachers to guide children's prosocial behaviors”.This study mainly uses three research methods: questionnaire,observation and interview.The questionnaire method is mainly used for pre background investigation on the current situation of middle-class teachers' guidance.In the pre investigation,researchers distributed the questionnaire to the first-line middle-class teachers in H city to investigate and understand the current situation of the concept,practice and evaluation of teachers' guidance on children's Pro social behavior.After having a preliminary understanding of the current situation of teacher guidance,researchers began to conduct a three-month observation and interview survey on 30 middle class teachers in five kindergartens in H City,observing,interviewing and recording teacher guidance behavior.Through the investigation,the researcher collected 198 cases and detailed interview records by the investigation.Based on the collected data,the result showed that the current situation of teacher guidance,the long-standing problems,the analyzation of reasons and suggestions.Through the analysis of the collected data,the author finds that there are some problems in theguidance of children's prosocial behavior,which are divided into two parts: concept and practice.On the concept level,teachers' views on the value of prosocial behavior are biased,and the basic knowledge reserve related to prosocial behavior is insufficient,which does not approve the role of teachers' guidance.On the practical level,the purpose of teacher guidance is single and random,the frequency of teacher guidance is low and the time is short,there are deviations in the way of guidance,and the guidance lacks follow-up tracking and self reflection.The causes of the above problems include teachers' own reasons and external factors.The main reasons for teachers themselves are: the understanding of policy documents is not thorough enough,teachers' enthusiasm for learning is not high,there are inherent thinking and behavior patterns,lack of guidance experience,lack of reflection.The external factors include the diversity of children's development level,the inconsistency of parents' educational ideas and expectations,the ineffective inclination and improper management of kindergarten resources,and the knowledge and skills of the mainstream social ethos.In view of the problems and causes,the researchers put forward suggestions for improving the guidance of middle-class teachers on the prosocial behavior of children.The suggestions are as follows: to set up correct ideas and attach importance to the important value of Pro social development;to improve the enthusiasm of learning and enrich relevant basic knowledge;to cultivate a positive attitude and change negative ideas;to clarify the purpose of guidance and actively track in-depth;to pay attention to children's subjectivity and avoid negative guidance;to increase reflection links and experience exchange.In the external environment,the researchers put forward to strengthen home cooperation;promote the transformation of kindergarten concept,create conditions for teachers' learning;change the traditional education concept,pay attention to the comprehensive development of children.