A Study On The Role Of Teachers In Outdoor Physical Education Games In Kindergarten Classes

In recent years,outdoor sports games in kindergartens have been enriched,and due to the characteristics of outdoor sports games,some educational behaviors of teachers in the activities are given unique connotations of roles,but the actual connotations of these roles and the characteristics of inter-role transitions are often unknown to teachers in the actual teacher-child interactions.The Kindergarten Education Guidelines(for Trial Implementation)(hereinafter referred to as "the Guidelines")for the first time clearly defined the role of the early childhood teacher as "a supporter,collaborator,and guide of young children." The Guidelines for the Learning and Development of Children Aged 3-6(hereinafter referred to as the Guidelines)and the Professional Standards for Kindergarten Teachers both mention that there are different roles for teachers in different educational settings,and that teachers’ roles should be flexible and mutually responsive in actual educational activities.In this study,we observed the educational behaviors of nine teachers in the outdoor physical education game and found that the six roles of teachers in the outdoor physical education game were mainly "supporter,guide,observer,protector,supervisor,and cooperator".Through the statistical analysis of the scenes,time and frequency of the six roles,the current situation and problems of teachers’ role positioning,transformation and value in outdoor physical education games in large classes were investigated.The main reasons for teachers’ lack of role awareness and cognition and poor role appropriateness were identified from three aspects: teachers’ physical education,teaching pressure,and burnout,and actionable educational suggestions were proposed from teachers’ own level and kindergarten management level.