Research On Teacher Support Strategies Of Children’s Deep Learning In Large Class Collective Teaching In Teaching In Science Field

Deep learning is a newly emerging wave of educational reform,which focuses on problem-solving,emphasizes transfer and application,and emphasizes reflective construction.It is an important way to implement the cultivation of children’s core literacy.Deep learning focuses on the development of problem-solving abilities and learning qualities in young children,meeting the new requirements of a learning society for the cultivation of young children.Collective teaching in the field of science is one of the important ways to promote deep learning for young children.Quality collective teaching activities in the field of science are of great significance for the development of children’s thinking abilities such as induction,sorting,judgment,and reasoning.It provides good opportunities for children to engage in hands-on thinking,scientific experiments,and problem-solving,which is beneficial for deep learning.Throughout existing research,there is a lack of research on deep learning for young children in the preschool field,and the research results are highly speculative.Therefore,this study explores teacher support strategies for children’s in-depth learning in collective teaching in large class science field,adopts action research,observation,interview,and literature to carry out research,and selects R teachers in large third class as the research object,through four links of plan implementation observation reflection,to carry out three rounds of action research,so as to propose teacher support strategies for children’s in-depth learning in collective teaching in large class science field.Among them,the reason for choosing large class children is that their purposiveness and planning gradually increase,their emotional stability and intention grow,their abstract ability sprouts obviously,and they can make preliminary induction and reasoning,and use the results of inquiry to solve problems in life.Therefore,large class children are more suitable for in-depth learning.Before the implementation of action research,this study found that the problems of teacher support strategies for children’s in-depth learning in large class collective teaching in the field of science were that the specification and material of materials were not appropriate,the creation of scenarios was more casual,the level of questioning was low,the way of response was not appropriate,and children’s reflection was not provided.And summarize the reasons behind this issue: teachers’ lack of deep understanding of deep learning,insufficient educational and teaching abilities of teachers,and insufficient materials provided by kindergartens.Three rounds of action research were carried out around the existing problems of teacher support strategies.Through the summary of the three rounds of action research,the research results,conclusions and educational suggestions of this study are finally put forward.The research results of this study are mainly reflected at two levels: children and teachers: children have enhanced their problem awareness,improved their problem-solving and reflection abilities,and promoted the development of children’s cooperative abilities;Teachers have strengthened the theory of deep learning and fully played a supportive role.The research conclusion is that young children integrate deep learning in collective teaching in the field of science,and teachers provide diversified support strategies to promote deep learning in young children.Educational suggestions include providing appropriate specifications,materials,and sufficient materials,creating inspiring scenarios,setting effective questions,utilizing multiple response strategies,adding reflective sessions for young children,and providing timely prompts and suggestions.