Study On The Teachers’ Guidance Strategies Of Regional Activities Of Large Classes In Kindergarten

With the continuous improvement of the scientific level of preschool education in China and the deepening of the awareness of the importance of children’s autonomous learning,regional activities,as the main form of children’s autonomous games,have attracted more and more attention for their unique education and development value.Regional activity is teacher according to the development of children and the education target and actual demand as the basis,provide children with multi-function,diversified activities situation and learning area,let the children’s independent choice,independent participation in activities in the process of the game,through hands-on and awareness for a variety of direct and natural experience,realize self development activities.Therefore,whether teachers can give scientific and reasonable guidance and timely help and support to children in regional activities directly affects the effect of children’s regional activities.However,at present,in the regional activities of kindergartens in our country,teachers do not pay enough attention to the guidance of regional activities,and there is no systematic guidance standard.As a result,the selection and application of regional activity guidance strategies by preschool teachers are arbitrary and inappropriate,which makes the regional activities of kindergartens fail to achieve the expected educational effect.Therefore,this study takes Yanji kindergarten as the research object,adopts the literature method,observation method and interview method to analyze the current situation of the use of teacher guidance strategies in the regional activities of the kindergarten big class,and finds the following problems:(1)the introduction of regional activity materials is formalized,which fails to arouse children’s curiosity;(2)the intervention of regional activities is dominated by general guidance,such as inquiry and explanation,and lacks in-depth guidance,such as inspiration and consultation.The guidance media for promoting children to participate in regional activities are insufficient;(3)the evaluation of regional activities is superficial and simple,and the evaluation reflection of teachers tends to be superficial,etc.According to the research,the teachers in Yanji kindergarten have insufficient understanding of regional activities and their guiding value,and lack the knowledge related to regional activities,as well as the skills of observing and guiding regional activities.The lack of attention to regional activities in kindergartens,the slow update of regional activity materials,the lack of challenges,the unreasonable schedule of regional activities,and the lack of teacher training related to regional activities are the main reasons that affect the effective guidance of regional activities by preschool teachers.Based on the above research conclusions,the following Suggestions are put forward from the aspects of teachers and kindergartens:(1)change teaching concepts and respect children’ s dominant position(2)develop the habit of learning,enrich the knowledge related to regional activities,and improve the ability of reflection and summary(3)constantly improve observation and guidance strategies from the practice of regional activities(4)enhance the kindergarten’ s support for regional activities(5)scientifically understand regional activities and their importance to the development of children(6)strengthen school-based teaching and research,and improve teachers’regional activity guidance methods and skills(7)provide teacher training and learning opportunities through multiple channels to improve the level of regional activity guidance...