The Study Of Teacher Support In The Top Class Independent Games From The Perspective Of Deep Learning

Deep learning ability is a new requirement for people in the development of the new era.Children’s play and learning are derived from their inherent needs for survival and development,which reflects the inherent connection between the two.Children’s play is not only the fundamental way of children’s learning and development,but also the fertile ground for cultivating pre-school children’s autonomy,exploration,creativity and other good qualities.They spontaneously and actively engage in various types of learning activities.Professor Wang Zhenyu and his research team put forward the concept of game curriculum in 2015.They believe that game curriculum is the premise that educators can accurately grasp the growth point of children’s learning,starting from children’s games,and inspiring and constructing through the interaction between teachers and children.The new game promotes the physical and mental development of children.It emphasizes maximizing the value of learning in games and promotes the development of children’s innovation ability and thinking ability,which coincides with the concept and spirit of deep learning.Therefore,the realization of deep learning for young children is a major challenge facing the game reform at this stage,and teacher support is an indispensable and important part of the game reform process.This research takes the teachers and all the children in the five large classes of a certain H kindergarten in Nanchang City as the research objects,using observation method,case analysis method and interview method conduct research on teacher support from the perspective of deep learning,summarize and analyze the overall support status of teachers and different types of teachers,including support effects and support methods.It explores the factors that affect teachers’ support,and proposes suggestions for teachers to promote children’s deep learning in autonomous games.After field investigation,the following results are obtained: First,overall,the effectiveness of teachers’ support for children’s deep learning is generally low.Second,the dimensions of children’s deep learning that are easily triggered by different support methods have their own emphasis.Third,under different support methods,the most commonly used means by teachers are to create a positive atmosphere,educational learning arrangements,feedback quality,and attention to the process.Fourth,the support effects of different types of teachers and the number of times of support in independent games are quite different,and the support methods used also have their own emphasis.Fifth,the main factors that affect teacher support are: the teacher’s own deep learning knowledge structure and work experience,the age characteristics and individual differences of children in the top classes,and the teaching management and task requirements of the kindergarten.Based on the research results,the researchers put forward relevant suggestions for teacher support from the perspective of deep learning: First,teachers should use various supports reasonably to promote the balanced development of deep learning for children;different types of teachers should make up for their shortcomings and improve the quality of their own deep learning support;Improve the knowledge structure of deep learning and make in-depth observations based on theoretical points.Secondly,in kindergartens,teaching management should be institutionalized in parallel with human culture;training and education should be implemented for the shortcomings of different types of teachers.