Research On Novive Teacher’s Supportive Behavior In Outdoor Self-directed Play For Children In Large Classes

In outdoor self-directed games,teachers as supporters,provide children with support at appropriate times,which can fully stimulate children’s autonomy and enable them to achieve all-round development in the games.Familiar army of young children in the kindergarten outdoor environment,in a small middle shift,on the basis of its ability,life experience and cognitive level,thinking characteristics,game design and so on have greatly ascend,guide the organization of large independent young children to carry out outdoor games,requires teachers to understand young children’s previous game experience.In addition,children should be supported to develop and expand outdoor games in their existing environment.However,novice teachers in outdoor independent games are unwilling to make changes due to their short working time,lack of understanding of all aspects of the development level of children in large classes,or are influenced by the old game guiding ideology.Therefore,in the process of supporting difficult outdoor independent games,there are many puzzles and difficulties in the new teacher’s emotional support,material support and cognitive support.In this study,3 novice teachers of large class in L Kindergarten of Jinan City were taken as the research objects.The researchers observed the outdoor independent games site of large class children for a period of 3 months,and collected 20 effective cases of children’s outdoor independent games.According to the characteristics of outdoor self-directed games,the researchers divided novice teachers’ supportive behaviors in outdoor self-directed games into four dimensions,namely,teachers’ emotional support,material support,temporal and spatial support,cognitive support,and 11 kinds of supportive behaviors according to the dimensions of Deci.Teachers’ permission,praise,listening,changing materials,responding to materials,asking,prompting,providing reasons,responding,time and space.Researchers recorded in detail the content,pointing objects and final results of teachers’ behaviors,and carried out quantitative statistical analysis on them.The researcher took the game video as the stimulus material and presented it to three novice teachers of the big class,and conducted in-depth interviews with the teachers on the aspects of the big class children’s outdoor independent games,the teachers’ emotional support,the teacher’s material support,the teachers’ temporal and spatial support,the teachers’ cognitive support,and the confusion existing in the teachers’ support.The researchers combined the game cases and teacher interview data to conduct qualitative analysis.The framework structure of this paper mainly includes the following five parts:Introduction: This part mainly elaborates the reason of selecting the topic,literature review,research purpose and content,research significance,research ideas and methods,and research innovation points.Chapter 1: The researcher defines the concepts of "outdoor independent games","novice preschool teachers" and "novice preschool teachers’ supportive behaviors",and analyzes the important value of teachers’ high-quality supportive behaviors in children’s outdoor independent games.Chapter 2: Based on the L kindergarten,the researcher investigated and found the status quo of affective support,material support,temporal and spatial support and cognitive support of novice-type teachers in the outdoor independent games of big-class children.Chapter 3: Through a quantitative analysis of the current situation of novice teachers’ game support,the researchers found that the problems of novice teacher’s game support mainly included four parts: First,novice teacher’s emotional support is poor;Secondly,the material support of novice teachers is not flexible enough;Third,novice teacher’s space-time support is not sufficient;Fourth,novice teachers lack effective strategies for cognitive support.The researchers conducted a qualitative analysis of game cases and interview data,and summarized the problems existing in novice teacher’s support for children’s outdoor independent games from five aspects: First,novice teachers do not understand children’s emotional needs;Secondly,novice teachers do not interpret the relationship between game materials and children’s play behaviors sufficiently.Third,novice teachers have insufficient understanding of the influence of time and space obstacle in children’s outdoor independent games.Fourthly,novice teachers lack sufficient knowledge and support experience for cognitive development in children’s games;Fifthly,kindergartens lack high-quality training and guidance for novice teacher’s game support.Chapter 4: Based on the problems and causes of novice teacher’s game support behaviors,the researchers put forward five suggestions.First,novice teachers should understand children’s emotional needs and obtain emotional support skills.Second,novice teachers flexibly put appropriate materials according to children’s age characteristics,interest needs and game progress;Third,novice teachers respect children’s willingness to play and relax the time and space restrictions;Fourth,novice teachers carefully observe children’s cognitive behavior and provide appropriate cognitive support;Fifthly,kindergartens need to strengthen the training of novice teachers.