The Case Study Of Teachers’ Guiding Teachers’ Guiding Behavior In Reading Area Of S Kindergarten In Guiyang

The kindergarten working rules emphasizes that early childhood education should take "game as the basic activity form",and regional games,also known as regional activities,take children’s independent activities as the main form.In regional activities,teachers should not only take children as the real masters of activities,but also basically achieve the educational goals in the form of games.With the development of the times,reading ability has gradually become the basis of all personal abilities.Reading ability in early childhood is the enlightenment and beginning of a person’s learning.Therefore,the activities in reading area have also attracted much attention in recent years.As an important carrier of cultivating children’s reading ability,the activities in reading area can not be separated from the effective guidance of teachers,whose guidance behavior is carried out smoothly in kindergarten regional activities The key.In recent years,educational practice has proved that the guidance behavior of teachers in reading areas is closely related to the effect of children in reading activities.However,due to the lack of theoretical support and Research on the guidance behavior of teachers in reading areas,Kindergarten teachers are confused about how to guide reading area activities and fail to form a systematic behavior guidance.In this study,four teachers in the large class of s Kindergarten in Guiyang City,Guizhou Province,were selected as the research objects by using the methods of literature,interview,observation and case analysis.292 guiding events were recorded in 30 reading area activities.The activities of s Kindergarten in reading area were conducted from the following five dimensions: guiding focus,guiding mode,guiding role,guiding opportunity and guiding effect The process of teachers’ guidance behavior is analyzed quantitatively,and then combined with the qualitative analysis of the interview,objectively describes the current situation and existing problems,summarizes the corresponding influencing factors of the problems,and puts forward corresponding improvement suggestions.The results show that teachers’ problems in the activity guidance of large class reading area are as follows: the focus of instruction is more skills than interest;the language of instruction is monotonous and lack of careful observation;the role of instruction is not clear;the timing of instruction is not accurate;the behavior of instruction is more results than process.The influencing factors include subjective reasons: Teachers’ lack of in-depth understanding of the guidance in the reading area;teachers’ lack of professional quality in the guidance behavior in the reading area;serious professional burnout in the guidance behavior of teachers in the reading area.The objective reasons are: reading area teachers’ guidance behavior can not be separated from kindergarten support and management;reading area teachers’ guidance behavior can not be separated from kindergarten teaching and research training.This study puts forward suggestions from the aspects of improving the internal basis of teachers’ guidance behavior and enhancing the external support of teachers’ guidance behavior.