Research On Support Behavior Of Game Teachers In Large Classes Based On Children’s Deep Learning

Deep learning is a learning process in which children combine their prior knowledge and experience with the support of teachers and use higher-level thinking to solve problems.Based on this,this study selected teachers and children from eight large classes in two public model kindergartens in Nanning A and B as the subjects of the study,and used observation,case study and interview methods to study teachers’ support in triggering children’s deep learning behaviour based on deep learning theory.The results of the survey were analysed to identify specific problems in teachers’ support behaviour and the reasons for these problems,and suggestions were made to improve teachers’ support in order to promote children’s deep learning in area play.The survey found that(1)teachers’ temporal support was the most effective in triggering children’s deep learning behaviour,followed by emotional support,material support and cognitive support,"Cognitive support’.(2)From the overall status of teachers’ support and the various dimensions of support,the main problems with teachers’ emotional support in the older classes’ area play are: firstly,teachers do not observe and listen well,and children’s ability to make connections and reorganise is weak;secondly,they use general feedback language,and children’s interpersonal interaction is weak;thirdly,they do not create a strong developmental atmosphere,and children’s critical thinking is limited.Problems with physical support include:firstly,teachers are not up to date with play materials and children’s thinking is slow to expand;secondly,teachers’ educational sensitivity is lacking and children’s developmental opportunities are reduced.Problems with spatial and temporal support include: firstly,teachers arrange play time mechanically and children have few opportunities to integrate and transfer experiences;secondly,teachers set up insufficient linkages in the play space and children have low levels of reflective transfer.Problems with cognitive support include: firstly,teachers’ attention to existing experiences is incomplete and children’s knowledge is not deepened enough;secondly,teachers’ verbal prompts are targeted at a single audience and children’s cooperation and communication is poor.The factors that influence the support provided by teachers are mainly at the teacher and kindergarten levels.At the teacher level: firstly,teachers have a weak sense of observation and a lack of listening skills;secondly,they have a lack of general knowledge and a lack of verbal feedback skills;thirdly,they are old-fashioned in their thinking and lack the quality of play innovation.At the kindergarten level: firstly,the kindergarten lacks humanistic care for teachers;secondly,its activity management mechanism is inadequate.Based on the results of the study,the researcher makes corresponding suggestions based on the theory of deep learning: at the level of teachers,firstly,they should improve their observation and listening skills and develop the guidance ability of deep learning;secondly,they should increase their knowledge base in multiple areas and improve their own feedback skills;thirdly,they should break the inherent thinking and strengthen the quality of play innovation and creative consciousness;fourthly,they should clarify the main points and principles of handling materials in each area and improve their own analysis ability of material placement Fifth,we should enhance the concept of playtime and establish the concept of spatial connectivity;sixth,we should establish the concept of the teacher’s position as a guide and strengthen the children’s sense of subjectivity;seven,we should master the method of verbal prompting and improve the level of game guidance.At the kindergarten level,firstly,it is necessary to establish a people-oriented concept and create a harmonious school culture;secondly,it is necessary to establish a flexible kindergarten management system to enhance teachers’ vitality and motivation;finally,it is necessary to focus on teachers’ teaching and research training,build a monitoring system for teachers’ support behaviour and improve teachers’ support ability and level.