Research On Teachers' Guidance In Kindergarten Outdoor Autonomous Games

Outdoor autonomous games provide an open and natural game environment,and young children gain comprehensive development of body and mind through active exploration.Timely and appropriate guidance from teachers can not only help children gain more experience in the game,but also promote the improvement of kindergarten education quality.This research mainly uses observation method and interview method.Taking a provincial demonstration park in Baoding as an example,it observes and records the teacher guidance in outdoor autonomous games of all ages,and collects 35 cases of outdoor autonomous games,a total of 245 teacher guidance events,and in-depth interviews with 14 front-line teachers.Based on the original data,the author analyzed the current status of teacher guidance before,during,and after outdoor autonomous games,as well as existing problems and influencing factors,and proposed corresponding responses to teachers and kindergartens Suggest.Based on the analysis of the current status of teacher guidance before,during and after outdoor autonomous games,this study draws the overall situation of teacher guidance.The content of the teacher's guidance before the outdoor autonomous game is mainly to comply with the rules and order and safety matters,and the teacher's guidance to small class children is high.In outdoor games,the guidance of teachers is mainly to promote the development of children's games and protect children's safety;The teacher's guidance objects are mainly individual children;the teacher's guidance role is mainly the instructor;the teacher's guidance mode is based on the combination of non-verbal and language;the teacher's guidance situation is mainly the teacher's initiative;There were no significant differences in terms of objects,roles,methods,or situations.Teachers have very few comments after the outdoor autonomous games.Teachers are the main subject of the comment,and praise and criticism are given to the children.This research further finds that the current status of teacher guidance mainly has the following problems: teachers have the behavior of suspending children's play andneglecting their autonomy;the teacher's guidance role is not balanced;too much active teacher guidance and lack of waiting;teachers ignore evaluation and communication after the game;Most of the commenters after the game are teachers,and the commentary content is not deep enough.Through an in-depth analysis of observation cases and interview materials,this study found that the factors that influence teacher guidance in outdoor autonomous games include the age,gender,and personality characteristics of children,the teacher's guiding philosophy,educational experience,and gender differences,the play grounds,play materials,and training mechanisms in kindergartens.Finally,the research makes corresponding suggestions for the problem.For example,teachers should correctly understand outdoor autonomous games,dare to let go of children,change multiple roles in time according to the characteristics of different children,wait on the basis of observation,and value evaluation and communication after the game,Kindergartens should reasonably create game venues,enrich the variety of game materials,actively carry out relevant training,and value home cooperation.