Study On The Quality Of Teachers' Instructional Support In Language Teaching Activities In Chinese Kindergartens

Nowadays,preschool education in our country has entered a new stage of connotative development and quality improvement.And kindergarten teachers' instructional support for children in the process of education is the most predictable quality factor of children's academic achievement,and is an important grasp of the improvement of kindergarten education.Existing studies on the evaluation of the quality of teachers' instructional support are mainly based on the original rating of CLASS,which cannot deeply reflect the current status of the quality of teachers' instructional support.At the same time,there are very few studies that discuss the quality of instructional support for kindergarten teachers in China alone,and the related studies that focus on language teaching activities are even rarer.This study focuses on the language teaching activities in Chinese kindergartens,analyzing the quantity and effectiveness of teachers' use of instructional support strategies.The research adopts the method of combining quantitative and qualitative analysis.In the quantitative research part,13 behavioral indicators in the field of instructional support in CLASS are used as the coding of instructional support strategies,and Bloom's Taxonomy of Educational Objectives are used as a basis of the code for children's oral responses to teachers' CD strategies.Further,through the qualitative analysis of the video of teachers' language teaching activities,verify and explain the results of quantitative research,and reveal the specific situation of teachers' instructional support quality in language teaching activities.Research findings: First,teachers often miss the opportunities to use instructional support strategies and the effectiveness of some strategies is low in language teaching activities.Further analysis found that teachers' lack of mastery of Pedagogical Content Knowledge in language directly affected the number and effectiveness of teachers' use of instructional support strategies.Second,teachers are unfamiliar with some instructional support strategies.Teachers use "Analysis & Reasoning ","Advanced Language" strategies in a single way,with little use of "Integration" and "Self Talk & Parallel Talk" strategies.Based on the above results,this study suggests:strengthening teachers' learning of Pedagogical Content Knowledge in language field,enhancing teachers' awareness to use various instructional support strategies,and that quality assessment of kindergarten education should pay attention to the quality of instructional support.