Study On The Performance Characteristics Of Approaches To Learning Of Large Class Children ——Taking A Township Central Kindergarten Inhuludao City As An Example

In 2012,China promulgated the guide for learning and development of children aged 3-6,which emphasizes "paying attention to the young children’s approaches to learning" in addition to five areas.Approaches to learning mainly includes curiosity and interest,initiative,persistence and attention,creation and invention,reflection and explanation and so on.It can reflect the young children themselves to learn in a variety of ways,like tendency,attitude,style and habit.Approaches to learning is an important factor which affects children’s school preparation.Large class children are about to enter primary school,which is the key period for the transition from infancy to pupil-age and to make a good preparation for primary school.Understanding the young children’s approaches to learning and cultivating their approaches to learning are of great significance to their future learning and development.However,there are some differences in the formation and development of children’s approaches to learning between urban and rural areas.While the development of rural preschool education is the focus of the country’s work in recent years,this study selects 30 children in the large class of a Township Central kindergarten in Huludao City as the research object to understand the basic situation of children’s approaches to learning in the large class in rural areas.According to the research results,this thesis analyzes the different performance characteristics of different dimensions of rural large class children’s approaches to learning,discusses the main reasons affecting rural children’s approaches to learning,and puts forward targeted education suggestions according to the performance characteristics of rural large class children’s approaches to learning.Through the observation and analysis of 30 large class children in rural areas,this study uses SPSS22.0 to make statistics,and draws the following conclusions:（1）The approaches to learning of children in large classes in rural areas has developed well as a whole.（2）Children in large classes in rural areas have strong curiosity and interest.（3）Rural children in large classes are willing to participate in activities and have strong initiative.（4）Rural children in large classes persist in activities for a long time and pay more attention.（5）The level of creativity and invention of children in large classes in rural areas is low.（6）Rural children in large classes lack the ability of reflection and explanation.（7）The level of approaches to learning of girls in large rural classes is significantly higher than that of boys.（8）There are individual differences in the approaches to learning of rural children in large classes.According to the performance characteristics of rural large class children in all dimensions of approaches to learning and the reasons for the formation of approaches to learning,this study puts forward the following targeted suggestions:（1）Strengthen popularization and learning,and improve teachers’ and parents’ understanding of approaches to learning.（2）Pay attention to the approaches to learning of boys and promote the balance development of approaches to learning of rural children.（3）Make flexible use of limited resources to cultivate children’s invention and creativity.（4）Pay attention to the cultivation of children’s reflection and interpretation ability.