A Study Of Teachers’ Guidance Behavior In Kindergarten Large Class Construction Games

Construction games are creative games that integrate construction skills and materials,and are very comprehensive.Construction games not only reflect children’s fine and coordinated hand movements,but also reflect children’s planning and independent control process,and the learning process also contains rich learning and cognitive experiences,which play a very important role in children’s lives.The development of children’s play activities cannot be carried out without teachers’ special guidance,and teachers’ guidance behaviors can be divided into autonomous support behaviors and control behaviors,and the pursuit of autonomous support behaviors is not necessarily conducive to the development of play and children’s development,and the appropriate behavioral interventions in different situations play a key role in children’s development.The value of exploring teachers’ instructional behaviors and appropriate scenarios for their behavioral interventions.In this study,two teachers of the first class of a public first-class kindergarten in Chengdu and the children in the class who voluntarily entered the construction zone were the main subjects.First,the observation method was used to understand the performance of the teachers’ instructional behaviors in the construction zone and the children’s behavior in the construction zone with the help of 21 specific research tools on teacher instructional behaviors derived from the observation experiment by Deci et al.Flink et al.Reeveet al.Secondly,we used the interview method to understand the development of construction games,teachers’perceptions and confusions,teach and review with teachers,develop an action research plan,and propose effective strategies to improve instructional behaviors.In this study,we found that there are some problems with teachers’ guidance behaviors in the construction game of large classes.The material aspect is that the construction materials are not sufficient and not convenient for storage,and the teachers’ guidance aspect is that they are blindly pursuing independent support in the concept,low frequency of independent support in the action,and single evaluation of children’s works.The following strategies are proposed in response to the findings of the study:finding a balance between teacher support and control;maintaining self clarity in the modern society of information explosion;choosing the right intervention method;understanding the connotation of constructive play in depth and developing children’s learning quality.