A Study On The Observation Behavior Of Kindergarten Novice Teachers On Children’s Outdoor Autonomous Games

With the deepening of the reform of preschool education system,the observation behavior of preschool teachers,as an important component of the professional behavior of preschool teachers,has gradually become the focus of attention.Similarly,observation is an important way for novice teachers to grow professionally.The most important professional skills of preschool teachers are observation and learning.In order to truly implement the teaching idea of "children as the foundation",it is necessary to "see children" and "understand children",and understand children from observation and analysis.The observation behavior of preschool teachers in outdoor autonomous games plays an important role in the growth of children,the professional growth of teachers and even the development of the quality of preschool education.In this study,the literature method was used to review and collate the literature related to outdoor autonomous games,teachers’ observation behavior,kindergarten novice teachers and preschool teachers’ observation behavior in outdoor autonomous games.This study focuses on the observation behavior of novice kindergarten teachers with teaching age of 3 years in outdoor autonomous games of kindergarten senior class,and analyzes its characteristics from two aspects: teachers’ understanding of observation behavior and the process of observation behavior.Observation method was used to observe and record the collection and response of meaningful information by novice teachers in kindergarten in outdoor autonomous game observation activities,and some research tools were used for coding and statistics.Interview method was used to summarize the cognition of novice teachers of large class kindergarten to the observation behavior of teachers.The content analysis method is used to analyze the recording of observation information,analysis and interpretation of observation information,and reflection after observation in outdoor autonomous games for novice teachers in kindergartens.On the basis of the above research,the conclusion is drawn: novice teachers’ cognition of observation behavior has fuzziness;Novice teachers tend to observe spontaneously and informally;Novice teachers’ observation behavior lacks theoretical reference and deep reflection.According to the analysis of the data and information obtained in this study,the game factors of the observation behavior of the novice teachers in the outdoor autonomous games are sorted out from three aspects: the factors involving the novice teachers themselves,the factors of pre-service education for the novice teachers in kindergartens and the factors of post-service training for the novice teachers in kindergartens.According to the factors affecting the observation behavior of novice kindergarten teachers,combined with relevant theories and literature,this study puts forward suggestions for novice kindergarten teachers themselves,pre-service education and post-service training in order to improve the observation behavior of novice kindergarten teachers.The specific contents include: attaching importance to the observation value of games and strengthening the awareness of observation goals;Objective record game process,optimize observation record reflection;Update pre-service curriculum to cultivate observation and evaluation ability;Strengthen the construction of dual teachers,optimize the education practice;Perfect the management system,pay attention to teachers observation atmosphere;Change the mode of post-service training and improve teachers’ observation thinking.Although this study has tried its best to comprehensively analyze the characteristics and problems of novice teachers’ observation behavior in outdoor autonomous games in kindergarten classes,and put forward suggestions for improvement,there are still many shortcomings,so it is necessary to conduct further research on this topic based on this study.