A Case Study Of Mature Preschool Teachers' Reasoning Behavior In Conversation Activities

This study is a case study of the response of mature preschool teachers to the answers in the talk activities.It mainly observes the response of the case teachers to the answers in the talk activities,and interviews the teachers to understand the purpose and ideas behind their response to the answers.Through the arrangement and coding analysis of the observation records and interview data,the framework of this study is formed.It is found that the teacher's response to the answers in the talk is diverse.Among them,the most frequent response behaviors of teachers to answers are restructuring and questioning.The teacher's response behavior to the answers also corresponds to different purposes,mainly including the following six aspects: maintaining the development of talk activities,realizing the sharing of knowledge and information,assisting children to express their understanding,highlighting the highlights of children's answers,cultivating children's way of thinking,and extending the content of talk activities.From the general idea of the response behavior,the teacher mainly thinks about the response behavior from three aspects: closely following the main line of the activity,realizing the interaction of experience and promoting the deepening of the activity.From the process of the case teacher overcoming the difficulty of responding to the answers,the teacher improved the ability of responding to the answers through a variety of ways,which mainly experienced three stages: from "focusing on activities" to "focusing on children",the teacher looked at the problems from the perspective of children and realized that the response behavior adapted to the needs of different children;From "unintentional response" to "intentional response",the teacher constantly strengthens the awareness of response,grasps the value and content of the activity,presupposes the children's response,and pays attention to the daily life;From "imitation" to "practice reflection",the teacher actively imitates experienced teachers and makes a reflection summary on the behavior of reasoning,so as to improve and develop the ability of reasoning.