An Action Study On Using"Learning Stories"to Improve Teacher Support Behavior

To improve the quality of preschool education and run a satisfactory preschool education is the urgent need of the current development of education in China.The key to achieve this goal is to improve the professional level of teachers.However,the current professional development level of preschool teachers in China is uneven,and the ability to analyze and interpret children's behavior is insufficient,and the support behavior for children in kindergarten education activities is relatively single.In this study,eight teachers in Shanghai s Park were selected as the subjects.Action research was used to explore the ways and means of using learning stories to help teachers improve their attention,recognition and response behaviors.Before the implementation of the action plan,observation and interview are used to investigate the current situation and problems of the three kinds of support behaviors of teachers,and the action plan is designed accordingly;after the implementation of the action plan,observation,interview and text analysis are used to investigate the three kinds of support behaviors of Teachers,and the effectiveness of the action plan is tested by comparing with the support behaviors before the implementation of the action plan.The research finds that,first,teachers' problems in attention,recognition and response mainly include inaccurate timing of attention,blindness,lack of understanding of the content and basis of recognition,and unclear purpose,content and method of response.Second,when using learning stories,we should observe the interaction between teachers and children in their daily activities against the background of kindergarten's daily activities,analyze the supporting behaviors of teachers in the three elements of learning Stories(attention,recognition and response)in the way of "learning stories" recording,and provide effective help in time through collective discussion and communication.Third,the writing of learning stories can effectively help teachers improve their support behaviors,such as better grasping the opportunity of attention,becoming more purposeful,having scientific basis for recognition,grasping the opportunity of recognition,being more purposeful in response,and diversified in response methods,and being able to contact with children's learning quality in response..