Research On Teacher Support For Children’s Deep Learning In Kindergarten Planting Activities

With the rapid development of science and technology and the acceleration of knowledge updating,learning ability and innovation ability have increasingly become the most important survival ability to adapt to social development and the formation of learning ability and innovation ability should be based on deep learning.Planting area activity is one of the basic activities of kindergarten.Its characteristics of openness,autonomy,operability and exploration are very consistent with the concept of deep learning,and it is an important carrier to guide children’s deep learning.However,the development of children’s mental function is not perfect,and the awareness and ability of independent learning are relatively lacking.Children’s deep learning depends on the support of teachers.Based on the core concept of deep learning theory,this study refers to the Guidelines for Learning and Development of Children aged 3-6 and Guidelines for Kindergarten Education(Trial)and combines with the characteristics of children’s deep learning in planting activities.The dimensions of children’s deep learning are divided into positive emotional attitude,effective participation behavior,knowledge transfer and application,and problem solving ability.And taking Hao Mingjing’s study on teacher support in 2021 as reference,this study divides the dimensions of teacher support for children’s deep learning in planting activities into four dimensions:emotional support,behavioral support,cognitive support and experience support.The research question of this study is: What is the performance of children’s deep learning in kindergarten planting activities? How well do teachers support it?What are some of the reasons for these problems? What recommendations can be made? With these questions in mind,according to the deep learning theory,12 teachers and 224 children in a public DS kindergarten in Guangxi were investigated in this study,and observation,interview and case analysis methods were mainly adopted.Through the investigation,it is found that the problems existing in teachers’ support for children’s deep learning in planting activities include:ignoring children’s emotions and curious questions in terms of emotional support;In the aspect of behavioral support,the quality of teacher-child interaction is not good,and the awareness of child-child interaction is not strong;Cognitive support for children’s critical knowledge guidance,knowledge transfer and application guidance is insufficient;In the aspect of experience support,it is not enough to teach children planting skills and solve problems.The causes of the problems can be summarized as follows: the influence of individual differences of children;The influence of teachers professional quality and kindergarten level;In order to solve the above problems,the following suggestions are put forward: teachers should give positive emotional support and build equal teacher-child relationship;Provide key behavioral support to promote children’s deep learning development;Provide effective cognitive support to promote optimal development of children;Provide rich experience support to help children improve their problem-solving ability.