Design Of Auxiliary Tools For Children’s Individualized Learning Supported By Game-based Puzzle Teaching Platform

Since entering the 21 st century,the combination of education and information technology has become a hot topic.How to link information technology and education is also what teachers are keen to discuss.Since 2009,the game-based puzzle teaching platform equipment has been loved by teachers and children after it was introduced into kindergartens.However,objectively,some teachers have ignored its attributes as teaching equipment and allowed children to operate freely,failing to play its role as a "teaching equipment",and there is little observation and support for children’s play behavior.This study intends to explore the current situation of teachers’ observation and support of children’s learning when kindergartens use the game-based puzzle teaching platform to carry out individualized activities,and to clarify the root cause of the problem.Observe and support children’s play behavior in individualized learning activities to achieve teacher professional development.This study refers to relevant research results at home and abroad,takes the application value of information technology as the research basis,and is based on teachers’ use of gamification puzzle teaching platform in individualized learning activities to observe and support children’s games and learning.The relevant theoretical support for the effective observation and support of young children,and the design of auxiliary tools for teachers’ observation and support relying on the game-based puzzle teaching platform.Combined with the current situation of teachers’ observation and support,this tool discusses how to give full play to the role of software and auxiliary tools to provide external support for teachers to observe and support children’s games.After that,an experimental study was carried out with 50 teachers from 7 kindergartens in Shanghai as the research objects.The effectiveness of the auxiliary tool is verified by analyzing the data differences between the pre-test and post-test after the teachers of the experimental group and the control group use different observation,analysis and support methods,as well as the questionnaires to the teachers.The experimental results show that the use of this set of auxiliary tools can help teachers to quickly classify children’s behaviors in the process of activities,so as to optimize the background data presentation form and establish a rapid connection between the observed children’s behaviors and suitable support behaviors.It reduces the difficulty for teachers to analyze children’s behavior,reduces the time for teachers to make intervention actions,and helps teachers better observe and support children’s game behavior,thereby promoting the development of children’s thinking ability.