Action Research On Teacher Support To Promote Children’s Deep Learning Of Block Play For Senior Class Of Kindergarten

In the current context of information globalization and modernization development,in order to keep up with the pace of the times,it is necessary to have the ability to constantly adapt to the development of the times.As teachers who teach knowledge and ability,we should cultivate children who can better adapt to this new era.Deep learning emphasizes on developing children’s social abilities,cultivating problem-solving ability,and helping to develop the ability of proactive problem-solving,all of which are key skills that will be of concern in the future society.Therefore,deep learning plays an important role in the lifelong development of children.Block play is characterized by strong operability,comprehensiveness,interactivity,and autonomy,which can provide a practical and cooperative platform for children to learn from doing,and promote children’s deep learning.Based on this,this research starts from block play for senior class of kindergarten,adopts the paradigm of action research,through observational method and interview method to collects data,tries to analyze the reasons and summarize the influencing factors on the basis of investigating the problems existing in deep learning of block play for senior class of kindergarten,through intervention to improve children’s deep learning ability in block play,and summarizes educational suggestions for teachers to effectively promote children’s behaviors of deep learning.Through the preliminary analysis of the deep learning status of children in the research class,the following problems are found: suboptimal learning quality,average problem-solving ability,and low level of interactive inspiration.The problems in teacher support include insufficient emotional support,lack of in-depth guidance support and incomplete environmental support.The mainly reasons for these problems above are insufficient awareness of teachers,lack of interaction between teachers and children skills,and insufficient play time and materials in kindergarten.To this end,the researchers carried out three rounds of action research.In the first stage of the research,emphasis is placed on stimulating children’s internal motivation to participate in games,and improve their ability to solve problems,as well as enhance their reflection and evaluation;the second stage of action research aims to improve the guidance level of teachers,providing sufficient game time,and abundant and diverse play materials;the third stage of the research focuses on improving children’s game planning and existing experience level,and enhancing their problem-solving ability.Furthermore,the research conclusion is drawn that emotional support deepens children’s exploration of games;guidance support promotes the implementation of deep learning for children;environmental support provides material guarantee for children’s deep learning.Finally,the teacher support strategies for promoting deep learning among children is summarized: Firstly,taking the needs of young children as the starting point of action to stimulate their initiative in learning.Secondly,helping children sort out the context of construction and improve their problem-solving ability.Thirdly,paying attention to the transfer of emotions and experience in building block games,and guide children to apply what they have learned.Fourthly,adhering to active learning and increase the educational wisdom that provides support.