Study On The Instructional Support Of Novice Teachers In Kindergarten Language Teaching Activities

High-quality instructional supports the development of children’s language,cognition and other aspects of important value.However,a number of studies have shown that the quality of instructional support for children is low.At the same time,in the past,class-based interactive study on teachers and children only a small number of in-depth exploration of the field of instructional support,the only study is also the status quo of instructional support objective presentation,lack of instructional support factors for further analysis and discussion.Based on CLASS’s instructional support field,this study graded the instructional support of novice teachers in 37 language teaching activities in many provincial and provincial secondary kindergartens in H City,and used SPSS23.0 quantitative analysis software for statistical processing,and finally presented the status quo of the quality of novice teachers’ instructional support by way of data analysis and case analysis.On this basis,10 of the novice teachers conducted in-depth interviews on the thinking of instructional support in the context of language teaching,and used NVivo11 quality analysis software to encode the interview data to clearly present the thinking of teacher instructional support,with a view to reflecting the factors affecting teachers’ instructional support to a certain extent.The results show that: 1.The quality of instructional support for novice teachers in language teaching activities is moderately low,with an average score of only 3.03 points.Among them,concept development is 2.73 points,feedback quality is 3.32 points,and language demonstration is 3.05 points.2.The instructional support score is significantly related in the three dimensions of concept development,feedback quality and language demonstration.3.There is no significant difference in the quality of instructional support for different age groups.4.Teacher neglect promotes the development of children’s concept,the feedback ability is weak,and the language demonstration function is insufficient.5.The provision of instructional support is based on the thinking of children,teaching activities,teachers and models.According to this,the study tries to discuss the relationship between children’s position,Pedagogical Content Knowledge,teaching collective unconsciousness and teaching habits and the quality of instructional support,and the study holds that the low quality of instructional support for novice teachers is due to the teacher’s misperception of children’s position,insufficient Pedagogical Content Knowledge in the language field,influenced by teaching collective unconsciousness,and overadherence to teaching habits.Based on this,put forward targeted suggestions: 1.correct treatment of children’s position,clear teacher professional leadership.2.improve the pre-service curriculum and strengthen PCK on-the-job training.3.enrich instructional support knowledge,rational treatment of teaching habits.