A Study On Teachers’ Observation Ability In Middle Class Regional Games In Kindergartens

Observation ability is the most basic professional ability of kindergarten teachers.Thoroughly implement the concept of "early childhood oriented" education needs the teachers not only to see the children but also understand the children through observation and analysis.The regional game is the most basic and important game form in the kindergarten.The observation ability of kindergarten teachers in regional games is related to the possibility of children’s next development,related to professional development of kindergarten teachers,and even related to the whole quality of kindergarten education.This study is based on Yu Yongping and Wu Yaying’s observation ability theory of kindergarten teachers,starting from the four dimensions of the ability to determine the observation target,the ability to use the observation recording method,the ability to record the observation content and the ability to analyze the observation results,taking the middle class teachers of 6 public kindergartens in Wuxi city as the research object,focusing on the text analysis method,supplemented by questionnaire survey and interview method,this paper investigates the current situation of teachers’ observation ability in regional games and sorts out the existing problems.Through the above investigation and research,the researchers found the following problems: First,the observation plan is missing,the observation target is not clear;Second,the observation and recording method is simple and the flexibility of application is not strong;Third,the content of observation record lacks continuity and the ability to filter effective information is not strong;Forth,lack of objective and professional analysis,teachers lack of self-reflection consciousness..According to Lewin’s psychological environment theory,the researchers analyzed the causes of the existing problems.The main reasons are as follows: Firstly,start with the quasi-physical facts that affect teachers’ observation ability: lass teacherchild ratio,the time of children’s regional play,the number and location of class regional settings,the division of labor between the main and the nursery;Secondly,start with the quasi-social facts that affect teachers’ observation ability: view of education,view of children and view of curriculum,the relationship between observation and teachers professional development;Thirdly,start with the quasiconceptual facts that affect teachers’ observation ability: teachers’ professional knowledge and ability reserve of observation,relevant theoretical knowledge of Children’s development and teachers’ self-reflection consciousness.Based on the above research,the researcher put forward the following suggestions: Firstly,ensure division/child ratio of play time in the area;planning in advance and rational division of labor;ensure play time in children’s area.Secondly,take scientific education view,children view and curriculum view as practical guidance;link observational skills to teacher professional development.Thirdly,enhance the reserve of professional knowledge and skills in observation;enrich relevant theoretical knowledge;enhance teachers’ self-reflection awareness and ability.