| As a kind of regional activities,the activities in the intelligence zone have unique significance for developing children’s observation,analysis and creativity,and are also conducive to the cultivation of children’s learning qualities such as concentration and persistence.Providing timely scaffolding support in the activities of intelligence zone plays an important role in children’s development.Looking at the current kindergarten intellectual zone activities,based on the reality of large class size,teachers’ professional skills and literacy,it is difficult for teachers to achieve effective guidance and support for children.The current situation of kindergarten activities reminds us of our concern for teacher support.Therefore,according to children’s ability needs,belonging needs and autonomy needs in self-determination theory,this study puts forward the dimensions of teachers’ support: teachers’ cognitive support,emotional support and autonomy support.Taking kindergartens in Kaifeng city as an example,this study adopts the methods of observation,interview and questionnaire.On the one hand,it makes an in-depth observation of 30 activities in the intelligence zone of H kindergarten in Kaifeng city by using the event sampling method,describes the actual support of teachers in the intelligence zone activities,and interviews 8 kindergarten teachers and 1 kindergarten director.On the other hand,through stratified sampling,675 kindergarten teachers in Kaifeng were given the Questionnaire of Teacher Support in Kindergarten Education Zone Activities,and the results of the two parts showed the current situation of teacher support in kindergarten intelligence zone activities in Kaifeng.A survey of the present situation of teacher support in kindergarten intelligence zone shows the basic situation of teacher support in kindergarten intelligence zone objectively at first,and then analyzes the characteristics of teacher support in kindergarten intelligence zone.The characteristics of teachers’ cognitive support in educational areas mainly include: the selection of activity materials is in line with the age characteristics of children;Pay attention to the guidance of new materials;The material hierarchy is not obvious;Inappropriate guidance during the activity.The characteristics of teachers’ emotional support are as follows: the creation of activity atmosphere is influenced by teachers’ own emotions;Ignore children’s emotions in building harmonious interpersonal relationships;The feedback object is single,and the feedback content ignores the activity process.The characteristics of teachers’ independent support mainly include: meeting children’s independent needs on the basis of knowing the situation;The attempt of new gameplay is conditional on the completion of the task.Thirdly,through interviews,this study analyzes the factors that influence teacher support in the activities of the intelligence zone from three aspects:kindergarten,preschool teachers and preschool children.Finally,this study tries to put forward practical suggestions for teachers to support children’s activities from a practical point of view,with a view to improving teachers’ ability to support children,and then improving the level and quality of children’s intelligence zone activities. |
