The Status Quo And Strategy Research Of Teachers Supporting Children’s Deep Learning In Large Class Role Games

Character games are one of the favorite games of large class children,and the introduction of deep learning is conducive to play its function of early childhood development.This study focuses on the specific characteristics of deep learning for young children in large-class character games,and designs the relevant observation scale.Through the questionnaire method mainly from the teacher’s understanding of the deep learning of young children and the original experience,teachers in the role game to guide children’s attitude and behavior of deep learning in the big class,as well as confusion and difficulties three dimensions to describe the role game teachers support the status quo of deep learning of young children,further combined with the interview method,observation method to find and analyze its problems,mainly from the perspective of children,teachers,kindergarten analysis of the reasons,The problems mainly include whether the teacher’s relevant theoretical knowledge is insufficient to judge whether the child has deep learning,the teacher’s support for the child’s deep learning difficulty,the teacher’s observation and intervention in the big class role game is not suitable for the child’s deep learning difficult to occur,the child’s self-learning and development level affects the teacher’s support for the child’s deep learning.In view of the problem,the countermeasures to promote the deep learning of young children in large class role games are put forward: multi-level learning related theories,in-depth understanding of role games and deep learning,respect for children’s interests and needs,stimulate the enthusiasm and initiative of children’s participation,create rules relaxed human environment,support children’s good interpersonal interaction,improve observation and intervention ability,support the discovery and resolution of young children’s problems,pay attention to sharing communication links,promote the development of high-level thinking and active reflection of young children.