A Study On The Class-Based Use Of Kindergarten Teachers’ Guidance Books

This study starts from "How is the practice of kindergarten teachers’ guidance books based on the class? What are the factors that affect class-based use of kindergarten teachers’ guidance books? How should the class-based use of kindergarten teachers’ guidance books?" Based on the practical problems,this paper studies the use process of kindergarten teachers’ books by using text analysis method,observation method and interview method.Through self-compilation of observation records and interview outline,it starts from the two perspectives of teachers’ design and implementation of kindergarten teachers’ guidance books.This paper analyzes the influencing factors and solutions of kindergarten teachers who use guidance books.The findings are as follows:First of all,based on the design of class themed activities in the teacher’s guidance book,teachers’ ideas of adjusting the objectives of themed activities are as follows:firstly,focusing on children’s current development level;Secondly,exploring the educational value of life events;Thirdly,paying attention to regional environmental conditions;Fourthly,adjusting the activity objectives according to the objectives structure.In terms of the selection and adjustment of the content of theme activities,the content mainly comes from the teacher’s guidance book;the selected types are mainly teaching activities,supplemented by regional activities and life activities.The characteristics of content selection include appropriate theme activities,closing to children’s experience and providing children with the opportunity to operate.The features of content adjustment include adjusting activity links by adding,changing,replacing and reorganizing.At the same time,learning from the name of the activity and adjusting the content of the activity,giving children autonomous space,transforming daily activities and regional activities into collective activities.Next,based on the implementation of class themed activities in the teacher’s guidance book,the specific implementation of teaching collection activities is as follows: firstly,replacing activity materials according to resource conditions;Secondly,adjusting the activity materials and content according to the children’s experience;Thirdly,adjusting the process of activities according to the schedule;Fourthly,changing the activity content according to parents’ requirements.The specific implementation of regional activities are as follows: firstly,continuing children’s experience in the teaching activities;Secondly,considering the operability of materials.The concrete implementation of environment creation is reflected in giving children full participation rights by teachers.At the same time,on the basis of teachers’ guidance books,teachers fully explore the teaching resources in children’s interests and trigger class generation activities.According to the above research findings,the factors that affecting the teachers’ guidance books used on class are as follows: firstly,the factors of teachers’ guidance books,including the quality of the activities in teachers’ guidance books,the convenience of obtaining teaching resources,the regional characteristics of the content and the characteristics of the Times.Secondly,teachers’ factors,including teachers’ grasp of children’s ability and interest;teachers’ view of children and education;teachers’ curriculum decision-making ability;teacher’s personal characteristics and personal energy.Thirdly,kindergarten factors,including kindergarten research,resource conditions,management.Finally,this study puts forward some suggestions on how to use teachers’ guidance books in the class:(1)Analyzing the teacher’s guidance book reasonable,mainly analyzes the overall structure of the theme activities and the need for children to learn the key content;(2)Improving the method of handling the teacher’s guidance books:adjusting the use of teacher’s guidance books according to the characteristics of children in class;adjusting the content of teachers’ guidance books according to the characteristics of class teachers;integrating the resources of theme activities and reasonably supplement and discard the contents of teachers’ guidance books;triggering generation activities from the practice of teachers’ guidance books;(3)Enriching the activity form of teachers’ guidance books;(4)Kindergartens should strengthen the management of teachers’ guidance books used in class.