A Case Study Of Children’s Deep Learning In "Empty Environment" Role Play

Deep learning has gradually become a hot topic of research in preschool education,which is the result of people consciously responding to the requirements of knowledge economy,lifelong education and quality education for the development of basic education.Deep learning for young children is based on problem solving,emphasizing higher-order cognitive thinking,positive emotional experience and effective interpersonal interaction,and is therefore conducive to promoting the deep cognitive,emotional and social development of young children.As a typical and popular game in early childhood,role play is a suitable vehicle to help children achieve deep learning because it fully embodies elements such as peer cooperation and problem situations,and research on deep learning in role play has gradually begun to be paid attention to by scholars.At the same time,the organization and implementation of role play in domestic kindergartens still have practical problems such as strong pre-determined themes,closed areas and solidified materials,which are not conducive to the development of children’s deep learning through role play effectively.Therefore,it is important to explore the effective role play format that can promote children’s deep learning and the development of children’s "whole perspective" deep learning in role play.The "empty environment" role play developed and practiced in kindergarten H is the result of inheritance and innovation of traditional role play.Therefore,this study combines literature,interview,observation,and work analysis methods to conduct field research in kindergarten H.The study explores the specific patterns of the "empty environment" role play,analyzes the "empty environment" role play in children’s cognitive and cognitive development,and analyzes the "empty environment" role play.The study is divided into the following six parts:The first part is the formulation of the problem.The first part of the study consists of five parts,namely,the reason for the study,the significance of the study,the literature review,the definition of core concepts,and the research design.After sorting out relevant studies on role play,deep learning,and deep learning of young children,we further clarify the research questions and design the research framework.The second part of the study is about the role play format and process of "empty environment" and its value in supporting children’s deep learning.Firstly,we elaborate on the role play model of "empty environment" by linking and differentiating it with traditional role play.Secondly,the basic process of "empty environment" role play is summarized.Finally,we analyze the value of "empty environment" role play in supporting children’s deep learning.In the third part,the performance of children’s deep learning in the "empty environment" role play in Garden H is presented.Using the coding procedure of Root Theory and the NVivo12 research tool,we coded 39 "empty environment" role play cases collected in kindergarten H to analyze the performance of children’s deep learning,and summarized the three core nodes of good cognitive outcomes,positive emotional experiences,and effective interpersonal interactions,as well as the 9 The three core nodes of good cognitive outcomes,positive emotional experiences,and effective interpersonal interactions,and the 9tree nodes and 22 free nodes under them,were coded and analyzed with the corresponding cases.In the fourth part,the effectiveness and experience of promoting children’s deep learning in the role play of "empty environment" in H Park.Firstly,we analyze the implicit effectiveness of children’s deep learning performance in terms of the number of nodes and the number of children,and on the other hand,we summarize the explicit effectiveness of the increasing richness of game play and game works by combining the observation and work analysis methods.Secondly,we summarized the experience of promoting children’s deep learning development through role-playing in "empty environment" in Garden H,namely,the open integration of play space to expand the width of children’s deep learning,the construction of play learning community to consolidate the cooperation of children’s deep learning,the curriculum-based teacher support to grasp the opportunities of children’s deep learning,and the review and analysis of children’s deep learning.The second part,"The Empty Environment," is a series of experiences to promote the development of children’s deep learning.The fifth part is about the deficiencies and causes of children’s deep learning in the "empty environment" role play.Combining the analysis of video and interview data,we found that there are still shortcomings in children’s deep learning in the game,namely,children’s low motivation to ask questions and one-sided types of questions,children’s relatively insufficient role persistence in the second half of the game,and children’s shallow negotiation behavior and difficulty in accepting failed negotiation results.Next,we analyze the causes behind these deficiencies at the levels of children and teachers,respectively.In the sixth part,we suggest the optimization of children’s deep learning in the "empty environment" role play.Based on the analysis of the existing deficiencies and their causes,three suggestions for improvement are proposed: innovate educational concepts and internalize the scientific concept of deep learning.Conduct theoretical study to strengthen teachers’ understanding of deep learning theory.Provide appropriate guidance to deepen the development of deep learning in young children.