The Development Of Preschool Teachers' Professional Abilities Driven By The Learning Trajectories Of Children

In recent years,with the attention to the quality of preschool education at home and abroad,the professional ability of preschool teachers has been increasingly concerned.As one of the core of preschool teachers' professional quality,the ability of teachers' observation and support inevitably puts forward new demands to them under the new era background,emphasizing that preschool teachers should learn to observe,understand,discover and support the learning and development of children in their games and daily life.However,the overall level of observation and support of preschool teachers is not high.More and more preschool teachers begin to pay attention to the importance of teacher observation to children's learning and development and teachers' professional growth,and began to observe,but on the whole,there are still some problems,On the one hand,teachers do not know how to analyze and interpret children's behavior after observation.On the other hand,teachers do not know how to provide appropriate support for children based on observation,even if they carry out observation and make detailed records and interpretations.There is a gap between teachers' observation and teachers' support.How to combine teachers' observation and teachers' support,so as to improve the ability of teachers' observation and support,is a key problem in the process of improving the quality of preschool education.The theory of learning trajectories emphasizes that teachers should grasp children's development path and thinking progression,and make clear where children are "now" and "going".The learning trajectories connect teachers' research with teachers' practice,connect children with their learning and growth in games,and connect teachers with children.While helping preschool teachers pay attention to the overall process of children development,they also pay attention to the individual differences of children as individuals,so as to meet the interests and needs of each child in growth and development,and help preschool teachers achieve professional improvement and growth.In this study,based on the theory of the learning trajectories,taking a kindergarten teacher on the front as the research object and 12 children as object of observation,focusing on the children's sudoku game process,with 15 times of observations,exploring children's behavior performancein sudoku games,as well as the teacher's supportive behavior based on children's observation in the process of children's games.Through dialogue and interview,we can understand the feelings and thoughts of the research subjects.This study mainly includes three stages: 1.in the early stage of the study,to explore the status quo of observation and support ability of research objects in children's games;2.In the middle stage of the study,by means of the study of learning trajectories in sudoku games,the research object was explored to improve ability of observation and support in the children's sudoku games;3.In the later stage of the study,returning to the natural game environment of the class where the research object is,to explore the transfer of teacher's ability to observe and support.The conclusions of this study are as follows: 1.Learning trajectories is closely connected with the relationship between teachers,children and games,and effectively connects teachers' observation with teachers' support;2.Learning trajectories helps teachers to pay attention to the differences among children and create "proximal development zone" for children's growth and development;3.Learning trajectories highlights children's subjectivity and children's perspective;4.Learning trajectories improves teachers' subjective initiative and helps teachers to give full play to their subjectivity.;5.Improving teachers' ability of observation and support is a key link to realize teachers' professional growth.