A Study On The Status Quo Of Records Of Children Aged 5 To 6 Years

The record shows children's unique cognition and life experience,which has dual significance for children's growth and teachers' teaching.This study takes Nanjing M kindergarten Y class as the research object,combines the interview method and the observation method to interpret the child record work,describes the class child record present situation,analyzes the teacher in the child record effective support and the existence question,summarizes the influence child record factor,and puts forward the corresponding suggestion.Firstly,based on the coding node of the record work,the researcher describes the current situation of children's records from four dimensions: record generation,record content,record form and record application.Record generation includes the initiation of the record and the main body of the record.The content of the record has the basic information of the record,the specific content of the record,and the meaning representation in the record.The form of record includes structure and expression.Use of records includes text annotation,environment creation and sharing communication.Secondly,the researcher analyzed the effective support of teachers in three aspects: environmental hint,language guidance and attention to expression.At the same time,the researchers also found that teachers have the following problems in supporting children's records: the organizational form of the records is single;the continuity of the records needs to be improved;the proportion of the contents of the records is out of balance;the timing of the records is not is insufficient.Finally,combined with the influencing factors of children's records,the researcher puts forward the following suggestions for children's records from two levels: teacher and kindergarten.For teachers,we should make children's records have "diversified" subjects and give full play to the value of cooperative records;increase "continuous" children's records and improve children's ability of recording;give "timely" teacher guidance to guide children to grasp the opportunity;effectively use records to give full play to the educational value of children's records;design "scientific" record sheets to facilitate children to understand the records.Kindergarten should give teachers sufficient time to carry out recording activities and pay attention to the process evaluation of children's records.