Teacher-supported Research In The Self-directed Play Sharing Session In Kindergartens

Game sharing activities,which is an important part of kindergarten games,is of great significance to help young children sort out and improve the game experience and promote the improvement of the game level.However,since the child's experience is fragmented,trivial,and incomplete,this requires teachers' guidance and support.Therefore,the researchers take the supporting behavior of teachers in game sharing activities as the entry point of this study,in order to understand the true state of the teachers' support in the game sharing link? What types of support behaviors do teachers show in this session? What are the specific characteristics of these supporting behaviors? What are the problems and deficiencies?What are the factors that affect these problems? This study explored this.This research is conducted by combining qualitative and quantitative methods.Using observation methods,interview methods and case analysis methods,the children,teachers and teachers of 6 classes of Y kindergarten in Guangzhou were taken as research objects,based on the collected 40 game sharing activities supported by teachers The memoirs and the in-depth interview materials of 6 teachers start a detailed description and in-depth analysis and discussion.First,adopt the paradigm of qualitative research to code,classify,summarize,and summarize the case data supported by the teachers step by step to form the genre and detailed items supported by the teachers.The study found that teachers in game sharing activities presented five types of activities: activity organization support,autonomous support,educational support,emotional support,and strategic support.Among them,activity organization support is represented by the teacher's time arrangement,venue arrangement,and organization for the game sharing activities formal support and routine management,self-supporting performance is to support young children to share the topic to start independently,to ensure the main position of children's sharing,education support performance support for children's game experience sharing,game experience improvement,cognitive development,problem solving,emotional support performance In order to support the expression of emotional experience in the game and create a positive sharing atmosphere,strategic support is reflected in the use of teacher sharing strategies and the use of language guidance strategies.Secondly,using quantitative data statistics and analysis of typical cases to reveal the specific situation of teacher support behaviors in game sharing activities,and analyze the problems of teacher support: teachers have short game sharing durations in activity organization support,and sharing development opportunities are Compression,form bias towards collectivism,and too much focus on conventional management issues Support,teachers 'emotional support for the sharing link is insufficient,the sharing strategy is single,and language guidance emphasizes self-evaluation.Finally,through the analysis of the interview data,we can understand the teachers' perception of the support of the sharing link and the beliefs behind the supporting behavior,and combined with the case analysis to summarize the factors that affect the problems of teacher support: At the conceptual level,teachers have insufficient understanding of the game sharing link,The teachers 'ability to organize game sharing is not enough,and kindergartens lack teaching research and training for teachers to organize game sharing.Combining the analysis of existing problems and influencing factors,suggestions are made from the level of the garden and teachers.Suggestions for flexible game sharing time support at the garden level and strengthening learning support for organizing teacher game sharing Game observation ability and sharing reflection ability,strengthening the understanding of game sharing,scientifically judging the value of sharing events,mastering game sharing strategies,and exploring suggestions for using new methods.