The Study On The Influence Of Woodworking Activities On The Approaches Toward Learning Of The Children In The Top Class Of Kindergarten

The approaches toward learning are the basic qualities that begin to appear in early childhood and have an important influence on the preparation for school entrance and future learning development of children.It mainly refers to the tendencies,attitudes,habits and methods which are related to learning,and is also the core of children's cognitive,emotional and social development and their interaction.The participation of woodworking activities is not only the external hand movements,but also the participation of children's mind and mind in the operation process,as well as the cultivation of various approaches toward learning.Through carrying out woodworking activities,the study on the approaches toward learning of the five dimensions of planning,creativity,persistence,initiative and reflection of the children in the big class of kindergarten was carried out,which not only laid a practical foundation for the cultivation of children's approaches toward learning,but also provided a practical reference for the development of the woodworking activities.Before the formal activities,this study first observed the approaches toward learning of children,and found that the approaches toward learning of children in large classes were different;secondly,it observed the development of woodworking activities in kindergartens,and found that the forms and importance of woodworking activities in each kindergarten were different,and the number of boys and girls who chose woodworking areas and the time of participation were different.These further stimulate researchers' interest in the approaches toward learning and woodworking activities.Therefore,the kindergarten with woodworking workshop but not characterized by woodworking activities was selected to carry out a three-month study with woodworking activities as the independent variable and the approaches toward learning of large class children as the dependent variable.In this study,we first established a testing tool for approaches toward learning,designed 10 woodworking activity programs,and divided 48 children in a kindergarten in Chengdu into experimental class and control class according to their classes.The pretest data shows that there is no significant difference in approaches toward learning performance between the experimental class and the control class.The experimental class was carried out woodworking activities,and the control class was carried out the same daily teaching activities as the experimental class.By using the methods of educational experiment,observation and interview,the main conclusions are as follows:1.The post test data showed that the average value of the five dimensions of planning,creativity,persistence,initiative and reflection of the experimental class children were higher than the average value of the control class children,which indicated that the woodworking programs designed in this study had a promoting effect on the training of approaches toward learning of the children in the top class of kindergarten;2.After the woodworking activities,the children's approaches toward learning of the five dimensions in the experimental class has been improved.Compared with the children in the control class,the improvement of planning is the most obvious,followed by the improvement of initiative and reflection,and finally the improvement of creativity and persistence.In addition to the above conclusions,After the development of woodworking activities,we found that excepting the use of strategies to cultivate and develop children's approaches toward learning in woodworking activities,the selection of activity content and the mode of activity development,the arrangement of environment and the delivery of materials,as well as the observation records and guidance assistance of teachers in the process all play an important role in promoting the quality of woodworking activity programs and children's approaches toward learning.And after the experimental intervention,there is no gender difference in the overall development level of approaches toward learning of children in the top class of kindergarten.