Research On The Quality Of Teachers’ Teaching Support In The Collective Teaching Activities Of Rural Kindergartens

This study adopts a combination of quantitative and qualitative research methods,and selects 20 teachers from two rural private kindergartens in Y Town,Ziyang City as the research object,focusing on three issues :(1)What is the overall situation of rural preschool teachers using various teaching support strategies in collective teaching activities ?(2)How effective are the teaching support strategies ?(3)How to optimize the quality of teaching support for rural preschool teachers ? Firstly,according to the 12 teaching support strategies in the field of CLASS teaching support,the researcher encodes the teacher-child interaction of20 collective teaching activities.At the same time,based on the division method of cognitive field in Bloom ’s taxonomy of educational objectives,the researcher encodes the cognitive response of children caused by the teaching support strategy of cognitive development dimension,and then makes descriptive statistical analysis.After that,combined with the case of collective teaching activities,the use form and effectiveness of each teaching support strategy are further analyzed.The study found that :(1)In the dimension of cognitive development,teachers mainly use the strategy of ’analysis and reasoning ’,and the frequency of ’ mastery ’ strategy is the lowest.The ’creativity mining ’ strategy can greatly cause children ’s high cognitive response,and some ’associated with real life ’ strategies can cause children ’s high cognitive response.Questions are mainly low-level and closed questions;repeated questioning limits children ’s free creation;take children ’s cognitive conflict as an opportunity to simply integrate old and new concepts;blindly contact the actual life of children.(2)In the dimension of feedback quality,teachers often use ’encouragement and affirmation ’strategy,while ’scaffolding ’and ’feedback loop ’strategies are less frequently used.Directly provide help and ignore the child ’s recent development zone;teaching-centered,continuous interaction with children;only ask the expected answer and ignore the child ’s point of view;providing information is not targeted,ignoring children ’s independent exploration;encourage modeling and no specific direction.(3)In the dimension of language demonstration,teachers frequently use the repetition and extension strategy,while the use of advanced language,self and parallel dialogue strategy is extremely low.Habitual repetition of children ’s discourse,rarely extending children ’s answers;rarely use ’ self and parallel dialogue ’ strategy,emphasizing children ’s activity discipline and rules;occasionally use ’ advanced language ’,but ignore the level of children ’s language development and organize children to use language.Based on the above research results,the research conclusions are drawn :(1)The number of questions is large but the quality is low,mainly low-level and closed questions;(2)Can timely and conscious feedback,but the feedback ability is low;(3)Can respond in time,but with simple repetition to stimulate children ’s language development is insufficient;(4)Some strategies are not used,and some strategies are used less frequently.Based on the above research conclusions,suggestions are made.First,improve the quality of teachers ’questioning guided by domain teaching knowledge;second,pay attention to children ’s development and needs,and improve the effectiveness of feedback;third,establish a good teacher-child relationship,enhance language stimulation and encourage children to use language;fourth,enhance teachers ’ awareness of using teaching support strategies.