A Study On The Regional Activities Guided By Novice Teachers In Kindergartens ——A Case Study Of Two Demonstration Kindergartens In Guiyang

Regional activity is an autonomous learning activity with the purpose of happiness,satisfaction and development and the way of operation and manipulation.It can realize children’s "learning by playing".Although the activity has autonomy,it does not mean that teachers should "completely" let go.They should also combine the recent development area of children to explore the depth of children’s games and provide timely and appropriate guidance,so as to promote children to achieve a higher level of development on the basis of the original game level.In educational practice,due to the lack of educational experience of novice teachers,there are still many problems in guiding kindergarten regional activities.The team of new teachers is growing.Game support and guidance are also one of the contents of teachers’ professional development.Therefore,it is of great significance to explore the guidance of novice teachers in kindergarten regional activities.This study mainly adopts the methods of observation,interview and case analysis.Two demonstration kindergartens in Guiyang are selected to observe the guidance of 8 novice teachers in the process of regional activities.The researchers collected 305 guidance events,sorted out and quantitatively analyzed them,and selected representative typical cases to present the current situation of novice teachers’ guidance and summarize the existing problems.Through sorting out the interview contents of novice teachers,we get 8 interview texts,analyze them,find the reasons behind the problems,and put forward the corresponding optimization strategies.The results show that the problems of novice teachers in guiding regional activities are: lack of children’s subjectivity and lack of creative guidance;Unbalanced use of guidance identity;The proportion of guidance is unbalanced,and the language is too adult;Praise and suggestions are rampant,and explanation + demonstration tend to be arranged;The guidance content is light on the cultivation of learning quality;The guidance effect is superficial and lacks in-depth guidance skills;Early exit guidance and lack of follow-up follow-up.And novice teachers of different teaching ages and different age classes only show significant differences in guidance identity and guidance effect.The attribution analysis of the above problems is summarized into three factors: novice teachers themselves,children and kindergartens.According to the influencing factors,effective suggestions are put forward from the two levels of novice teachers and Kindergartens: first,novice teachers,first,establish a scientific guiding concept of games;Second,strengthen the awareness of active learning and make up for the shortcomings of professional knowledge;Third,clarify the purpose of observation and improve the effect of observation;Fourth,ensure the time of regional plan and improve the content of regional plan;Fifth,track their own guidance effect and actively reflect and adjust.The second is the kindergarten level.First,reasonably set up regional activity arrangements to ensure the normal implementation of activities;Second,build a learning support to improve the efficiency of guidance;Third,appropriately reduce the burden on teachers and strengthen the cooperation between nurses and teachers;Fourth,provide a home cooperation platform to obtain parental support.