In Group Teaching Activities, Children Are Deeply Involved In Research

Participation is the prerequisite and foundation for development and learning.Children's right to participate is a basic right conferred by law.In the context of the development of preschool education into a new era,the will of the state and society is full of expectations for the development of children.One of the core issues that is currently being watched.As one of the core links of kindergarten,the effectiveness of teaching activities is an issue that needs urgent attention,and the deep participation of young children is the cornerstone of the ideal state of collective teaching activities.However,at present,the boundaries of deep participation are still unclear.To what extent young children can participate in deep participation is one of the issues discussed in this study.This study is dedicated to studying the deep participation of young children in collective teaching activities.Using two kindergartens in Xi'an,Shaanxi Province as samples,observation videos of collective teaching activities in all classes of three age groups:large class,middle class,and small class.A qualitative research method that analyzes the collected 60 effective collective teaching activities.The study uses quantitative methods to analyze the basic situation of children's participation in collective teaching activities.The conclusions are as follows:The collective teaching activities of high cognitive participation level and positive emotional participation in the study subjects account for a relatively small amount,and the children's age and the field of study have cognitive effects on children The impact of participation and emotional participation is not significant.Based on statistical results,this study attempts to divide the boundaries of deep participation,and proposes that only collective teaching activities that meet a high level of cognitive participation and maintain a positive emotional participation state are deep participation type collective teaching activities.On this basis uses Nvivo video analysis software to deeply analyze the type of deep participation type collective teaching activities,and finds that this type of activities presents the characteristics of deep interaction of uneven distribution range,multi-demand orientation of topic selection,and teacher-child interaction.In addition,children's cognitive participation in teaching activities showed that the comprehension answer was significantly higher than the creative answer,the evaluative answer,and the applied answer.Based on the existing analysis results,the study encodes observation records and interview data,and concludes that the factors that affect children's deep participation are:teacher's role cognitive bias,insufficient preparation for activities,improper use of teaching methods,and children's own level.Based on the above analysis,this study proposes effective strategies to improve the level of children's participation in collective teaching activities in kindergartens:by correcting the role cognition of teachers,establishing the role of teacher learners,improving teachers' ability to mine and understand the inner logic of knowledge,and adjusting teacher guidance,Questioning,and feedback strategies to provide possible space for young children to participate.With the help of various methods,tap the inherent motivation of children,improve the evaluation system,and promote learning through evaluation to provide realistic space for children to participate.