| The top class children are in a critical and sensitive period of language development.At this stage,they should learn a variety of knowledge about language,not only master enough oral language expression ability,but also prepare a certain written language for the future entry into primary school to begin formal learning of written expression.Based on the actual needs of formal writing education that the top class children will face in the future,look into the current situation of emergent writing teaching in the top class of kindergarten can effectively promote kindergarten teachers to get out of the "misunderstanding" of emergent writing teaching,adjust the emergent writing teaching plan in a targeted manner,and provide more children with high-quality emergent writing education teaching activities.Focusing on the theme of emergent writing teaching,a kindergarten in Anyang City was selected as the observation site,and the emergent writing teaching activities carried out by 3 kindergartens in this kindergarten were used as the research sample for field observation,and 59 front-line kindergarten teachers from 5public kindergartens in Anyang were randomly selected to participate in the questionnaire survey.The results show that: first,the current kindergarten teachers’ emergent writing teaching concept is generally good,but the understanding of the connotation of emergent writing and the goal of emergent writing is still insufficient.Second,there are blind spots in content selection and lack of goal exp ression in the current emergent writing teaching design.Third,the implementation of emergent writing teaching is stable,and a variety of writing materials and writing tools can be provided,but there are problems such as similar characteristics of activ ities,poor level of organic integration with other fields,and low correlation between environment creation and emergent writing teaching.Fourth,the current kindergarten teachers’ emergent writing evaluation attitude is positive,but there is a lack of awareness to promote the development of children’s writing ability,and the evaluation content lacks diagnosis.This study discusses the reasons for the above situation,and finds that: firstly,the incomplete cognition of emergent writing education concepts of kindergarten teachers leads to the lack of emergent writing teaching goals.Secondly,kindergarten teaching materials and teaching plans restrict preschool teachers emergent writing teaching content of the top classes.Third,the urban and rural location of kindergartens affects teachers’ emergent writing education concepts.Fourth,teachers’ teaching experience affects the quality of their implementation in emergent writing teaching of the top class.Finally,the level of teachers’ academic qualifications affects teachers’ emergent writing teaching concepts.Based on the above research results,analysis and discussion,this study puts forward the following suggestions: first,carry out special training to comprehensively improve teachers’ emergent writing education concepts,especially improve the pre-service training system,carry out targeted training in kindergartens,and improve the level of emergent writing teaching concepts of rural kindergarten teachers;second,broaden the choice of emergent writing teaching content before the top classes,not limited to kindergarten’s teaching materials;third,improve teachers’ ability to write teaching guidance and teaching evaluation. |
