Teacher Support Action Research On Deep Learning For Young Children In Reading Area

Learning ability has become an important survival ability for humans,and deep learning is an important measure to cultivate current learning ability.The learning ability should nurture from childhood.Therefore,many researchers actively explore the support of teachers for deep learning in young children,and the value of reading area to the development of children is also difficult to be ignored.This research adopts the action research method,guided by the constructivism theory,and takes Class D of the top class of X kindergarten as the research object to explore the teacher support for children’s in-depth learning in the reading area,specifically supplemented by the observation method,interview method,and testing method.One of the research findings is that the deep learning quality of children in the reading area of Class D has been developed: firstly,the enthusiasm and focus of children in carrying out activities related to the reading area have been improved;Secondly,children’s ability to transfer new and old experiences and problem-solving skills have been improved to a certain extent during the learning process;Furthermore,the critical thinking and reflective state of young children during the activity process have been effectively promoted.The second finding of the study is that the researchers have summarized the effective support of deep learning teachers for young children in the reading area.Firstly,teachers can promote young children’s enthusiasm and focus in reading activities by adjusting the books and space in the reading area,introducing before activities,and guiding them to make reading notes during activities;Secondly,teachers can promote children’s ability to transfer new and old experiences and solve problems through enriching children’s life experience,timely guidance,flexible use of guidance methods,continuous development of diversified reading extension activities,creation of a variety of problem solving situations,support of cooperative learning,and learning problem solving methods;Thirdly,through active observation,teachers provide heuristic guidance to young children and set up post activity reflection sessions,focusing on their feedback to promote critical thinking and activity reflection;In addition,researchers have always focused on the interests and development needs of young children in activities,always with young children as the main body.The third finding of the study is that there are still three problems in this study:insufficient professional guidance ability of teachers,insufficient support from kindergartens for teachers,and Insufficient cooperation between families and kindergartens.Based on this,this study proposes the following suggestions: first,at the teacher level,it is necessary to have a correct understanding of the reading area and deep learning to improve their professional guidance ability;Second,at the kindergarten level,various measures should be taken to provide guarantees for teachers to support children’s deep learning;finally,at the level of family and kindergarten cooperation,parents actively participate and form an education collaborative force for children’s deep learning in the reading area.