A Study On Novice Teacher’s Instructional Behavior In Middle Class Role Play

Role-playing is a very popular form of games for children,which plays an important role in their social and various aspects of development.Compared with small class children,middle class children already have certain thinking ability,and they are in the critical period of social development.Therefore,teacher guidance in role games is very important.However,at present,there are many problems in novice teachers’ guiding behavior in role games.Therefore,this study will study the guidance behavior of novice teachers in middle class role games,analyze the existing problems,and put forward corresponding improvement suggestions.In this study,novice teachers in middle class of A Kindergarten in Anshan City were selected as the research object,and observation method and interview method were mainly adopted to carry out the research.First,observe and record teachers’ guiding behavior from five aspects: guiding identity,guiding time,guiding way,guiding medium and guiding attitude.After according to the above cases collected from five to observe and record,the study found that novice teachers guiding behavior mainly exist the following problems: the identity of a single under the guidance of teachers,teachers to guide the timing to subjective,improper way under the guidance of teachers,teachers ignore materials and peer media role,teachers guide attitude to ignore children’s emotional experience.Combined with interviews,in-depth analysis was made on the reasons,including the deviation of teachers’ concept of game guidance,teachers’ lack of relevant knowledge of game guidance,and teachers’ insufficient observation and analysis of games.Based on this,this paper puts forward the following four suggestions for improvement: change novice teachers’ concept of game guidance,enrich novice teachers’ knowledge of game guidance,improve novice teachers’ observation and analysis ability,and improve novice teachers’ behaviors related to game guidance.