A Study On The Observation Ability Of Preschool Teachers In Large Classes In Structured Play

In recent years,the state and society have continuously improved the attention to the professional literacy of preschool teachers,and have increasingly improved professional requirements for preschool teachers.Observation ability is one of the core qualities of teachers.Teachers' observation,recording and interpretation of children is the most appropriate way to understand the meaning of children's behavior and understand the level of early childhood development.At the same time,paying attention to teachers' observation ability is also an important way to promote teachers'professional development.Regional activity is an essential part of kindergarten's daily life,and the structural game in the construction area is one of them.The observation ability of preschool teachers in the game activities is the embodiment of preschool teachers' professional accomplishment.Improving teachers' observation ability in game activities is helpful for teachers to better interpret children's behavior performance,analyze and evaluate children comprehensively and objectively,and has an important influence on children's physical and mental development and the improvement of kindergarten education quality.Through reading and combing the relevant literature,the author finds that the observation ability of preschool teachers has a certain research foundation,but there are few studies involving teachers' observation in the game activities.In this study,210 large-class or former large-class preschool teachers from 8 kindergartens in Xi'an were selected as subjects.The five dimensions of observation ability were the ability to determine observation goals,the ability to choose and use observation methods,the ability to observe records,the ability to analyze observation results and the ability to propose educational strategies.A total of 3 large-class kindergarten teachers in different grades and nature were selected as observation objects,the behavior of teachers proposing guidance strategies in structured games was observed by observation method,.A total of 105 structured games were collected' observation records on structured games were collected and analyzed by text analysis to understand the ability of teachers to observe records force and the ability to analyze observations.Combined with the results of the survey and the conclusion of the analysis,the observation ability of preschool teachers in the structure game in this study is in the middle and upper level,among which the ability to choose to use the observation method and the ability to analyze the observation results is low.The author further analyzed the difference of the observation ability of different preschool teachers in the structure game,such as teaching age,education degree,professional title,kindergarten grade and nature,and concluded that there was no significant difference between teachers with different teaching age and kindergarten nature,and the teachers with different education,professional title and kindergarten grade showed significant difference.The main factors affecting the observation of preschool teachers in the structure game include:preschool teachers self,kindergarten management and pre-service education in these three aspects.In view of the above problems,this study puts forward the following suggestions on how to improve preschool teachers' observation ability:first,preschool teachers change their observation attitude,enrich the accumulation of professional knowledge,cooperate and assist teachers to create opportunities to improve their observation ability;second,kindergarten improve management system,form an atmosphere of observation,provide support and guarantee for teachers' observation theory and skills,and strengthen inter-garden cooperation;third,promote "double-qualified" teachers training in pre-service education,improve students' ability of behavior observation,analysis and evaluation,and observation of children as an important content of educational practice.