A Study On The Observation Ability Of Novice Preschool Teachers

In recent years,my country’s early childhood education has been continuously reformed and has received social attention.The number of children in kindergartens has greatly increased,which means that novice preschool teachers have higher requirements in terms of quantity as well as quality.Currently,China concentrates on children’s own experience in the early childhood education’s reform,and insists on the reasonable control of the ratio of games to collective teaching activities in the classroom.Therefore,it is extremely important for novice preschool teachers to observe children’s collective teaching activities.The observing ability of learning is a necessary rule for kindergarten teachers to construct appropriate practice for each child.It can help kindergarten teachers understand the children’s personality characteristics,family cultural background,body movement development,language development,social development,etc.to provide effective information for kindergarten teachers’ teaching.The practice of scientific observation ability is how kindergarten teachers observe children,what aspects of children are observed,and how to use early childhood education theories to interpret observation records.This study describes the observation of novice preschool teachers in teaching activities from three perspectives: observation,text analysis,and interview methods from the three dimensions of novice preschool teachers’ on-site observation ability,the ability to observe and record,and the ability to make an analysis about the observation results.On the basis of the investigation of the preset circumstance,it is observed that H kindergarten’s novice preschool teachers have the following problems in mathematics collective teaching activities: fuzzy observation goals,single observation methods and lack of flexibility,observation records showing a certain degree of subjectivity,and low ability to operationally define concepts,Observation records present "flowing accounts",the observation results were not further analyzed and interpreted,and the validity of the observation results was insufficient,etc.Researchers make an analysis about the causes of the problems from the curriculum,the school and teachers.Through analysis,it is found that novice preschool teachers’ preschool teacher’s major emphasizes art courses too much,educational practice curriculum design goals are not clear,kindergarten teaching development,working time system,and the lack of knowledge and experience reserves of novice preschool teachers will affect the observation ability of novice preschool teachers.In order to optimize H kindergarten novice preschool teachers’ observation ability in mathematics collective teaching activities,The pre-school teacher majors should balance the practice of art courses and theoretical courses and design result-oriented educational practice courses;Kindergartens should strengthen the development of standardized teaching,the time management system for preschool teachers,and the content of selected preschool teachers’ post-employment training to match the actual needs of novice preschool teachers;Novice preschool teachers themselves should reinforce learning of observation theory and further practice skills.