Action Research On Improving Teachers’ Effective Teaching Behavior Based On The Analysis Of Children’s Learning Behavior

In recent years,the peer experts of preschool education have shifted their attention from“what to learn” to “how to learn”.The researcher of this paper focused on children’s learning behavior,and found that sometimes children were engaged in learning and they were able to solve the problems in learning effectively and independently.But sometimes,children showed no interest in learning,and weren’t willing to think about the problems.What the reasons that hide behind these children’s learning behaviors are and what the relationship between the childdren’s learning behaviors and the teachers who play key roles during the learning are have triggered the researcher’ thinking.In this context,this study attempts to improve teachers’ effective teaching behaviors by analyzing children’s learning behaviors,reflecting on teachers’ teaching behaviors,adjusting teachers’ teaching behaviors,promoting the effective occurrence of children’s learning behaviors and developing towards advanced learning behaviors.For the purpose of this study,the OCCP Learning Behavior Model was used to divide the learning behavior into four categories: Operational Behavior,Cognitive Behavior,Collaborative Behavior and Problem Solving Behavior.In order to achieve the purpose of the research,the researcher compiled a table of children’s effective learning behaviors according to this classification.At the same time,according to the definition of teaching behavior,the researcher divided the explicit and observable teachers’ teaching behavior into four categories: interaction between teachers and children,interaction among children,interaction between teachers and the teaching environment and interaction between children and teaching invironment.Based on this classification,a table of effective teaching behavior of teachers was compiled.Based on such behavior classification,the researcher put forward research hypotheses through interviews with10 teachers of senior grade and analysis of 24 cases of 8 group teaching activities: There is a positive correlation between children’s effective learning behaviors and teachers’ effective teaching behaviors.This study adopts the paradigm of action research,supplemented by the interview method and case observation method.Teachers’ teaching behavior can be adjusted through the continuous cycle of planning,action,reflection,finding problems,constantly adjusting plans,solving problems in the implementation process,and then acting and reflecting again.In the first round of action research,the researcher proposed the direction of action research of “guarantee the effective teaching behaviors of teachers based on the effectiveness of children’s learning behaviors”,according to the existing research status and the problems:“teachers’ deviation in understanding of children’s learning behaviors and teachers’ teaching behaviors and the low frequency of children’s effective learning behaviors”.In the second round of action research,the researcher adjusted the action research plan based on the problem:“children’s learning behaviors are effective,but the intrinsic motivation of learning is insufficient” existing in the first round of action research,and determined the action research direction of “improving the effective teaching behavior of teachers based on the intrinsic motivation of children’s learning behavior”.In the third round of the action research,the researcher focused on the problem that “the frequency of children’s problem-solving behaviors was still low” after the second round of the action research,adjusted the research plan,and determined the direction of action research that“improving teachers’ effective teaching behaviors based on children’s problem-solving behaviors”.After three rounds of action research,the researchers concluded the following research conclusions by comparing the times of effective learning behaviors of children and effective teaching behaviors of teachers in 8 teaching activity cases,as well as analyzing interviews and observation records: First,effective learning for children is the fundamental purpose of effective teaching for teachers;Second,teachers’ effective teaching behavior is the key condition for children’s effective learning behavior;Third,the effective teaching behavior of teachers depends on the effective learning behavior of children.Based on the above conclusions,the following suggestions are proposed to improve teachers’ effective teaching behavior based on the analysis of children’s learning behavior: First,in collective teaching activities,teachers should fully respect the subject status of children;Second,in collective teaching activities,teachers should pay attention to stimulating children’s intrinsic motivation for learning;Third,in collective teaching activities,teachers should focus on cultivating children’s problem-solving ability.