Research On Teachers’ Supporting Behavior In Anji Games In Kindergarten Class

Anji game has experienced the development stage from "no game" to "false game" and then to "real game",which is a profound children’s game "revolution".Since then,more and more scholars have paid attention to the educational concept of "real game".Children’s rights and autonomy of play need to be respected and promoted.On the premise of respecting children’s subjectivity,teachers should learn to let go and retreat appropriately,intervene and support scientifically,observe and record patiently,to create a comfortable,natural and diversified playing environment for children,to provide some high-quality playing support,to help children maximize their development in the "real game",to improve children’s playing level,to promote children’s all-round physical and mental development,to give full play to the value of Anji game,and to truly achieve happy learning and healthy growth.Using the methods of observation,interview and literature analysis,this study chooses 8 teachers of large class in Jinan H Kindergarten as the objects of observation,with the observation of children’s response.It is found that the existing problems of teachers’ supportive behavior in Anji games include: teachers’ lack of scientific creation of environment;teachers’ lack of in-depth emotional support;and teachers’ lack of strategic support for cognition.Based on the above problems,the researcher found that the factors affecting teachers’ supportive behavior mainly include teachers’ professional accomplishment and kindergarten management level.Therefore,in order to optimize the support behavior of the teachers in Anji games,the researcher has put forward targeted educational suggestions from two aspects: first,letting go of the game and being a supporter of children’s games;second,responding to the game and being a cooperator of children’s games;third,understanding the game and being an interpreter of children’s games;kindergarten: first,perfecting the idea of running a kindergarten and providing a well-prepared Anji game environment;second,creating a relaxed learning atmosphere to meet the needs of children’s real games and teachers’ real growth;third,changing parents’ ideas about Anji games and realizing the co-cultivation of home communities.