A Study On Strategies For Improving Teachers’ Observing Ability In Kindergarten Regional Plays

As an important part of kindergarten teachers’ professional ability,observation ability plays a key role in effectively promoting children’s physical and mental development and improving teachers’ educational research ability.Regional plays are one of the most important forms of activities in kindergartens.In this process,children show the most authentic emotions and natural development status,which can be used as a starting point for teachers to observe and help teachers to implement teaching according to their aptitude and improve the quality of activities.This study chooses kindergarten regional plays as the research scenario for teachers’ observation behavior,and takes the qualitative and quantitative,holistic and case approaches to carry out the research based on the observation ability theory of preschool teachers such as Yu Yongping,Wu Yaying and Liu Kun.First of all,500 full-time kindergarten teachers were surveyed by questionnaire on their ability to determine observation objectives,use observation methods,conduct observation records,analyze observation results and propose educational strategies in regional observation;Secondly,the interview method was used to deeply understand the observation preparation,observation implementation and observation problems of 12 teachers;Thirdly,the 112 teachers’ regional observation records collected were analyzed according to the four dimensions of observation preparation,observation record,analysis and reflection and education strategy;Finally,with the help of the non-participative observation method,the observation and guidance behaviors of six teachers in the regional plays were thoroughly understood and recorded.Based on the survey data,the research summarizes the current observation status and problems of teachers in regional plays: in determining observation goals,teachers have a strong sense of observation,but the observation plan and goal formulation are vague,the focus shifts frequently,and there is a lack of deep tracking observation;In terms of using observation methods,teachers are familiar with various observation methods,mainly focusing on narrative observation,but there are difficulties in using recording tools,and the intervention of guidance methods is obvious;In terms of observation and recording,objective records are the main focus,with some subjective evaluations and delayed records mixed,and result oriented phenomena;In terms of analyzing the observation results,there are insufficient theoretical support,shallow subjective analysis,evaluation of young children as the main focus,and a lack of self reflection;In proposing educational strategies,order education is the main focus,and the development needs to be improved,while neglecting research on countermeasures and their practical effectiveness.The research is based on the theory and current situation of Brownfinbruner ecosystem,and deeply considers the countermeasures and suggestions to improve teachers’ regional observation ability.At the level of education administrative departments,improve the system of teacher observation support and management: promote regional observation concepts and standard support,strengthen observation training supervision and evaluation system;At the intermediate system level,improve the teacher observation and training system: the park needs to ensure the observation time of teachers in the area,improve the observation and inspection system,and improve the observation and training mechanism to strengthen the observation and management of the park;Normal colleges should improve the pre-service training program by updating the curriculum and optimizing the internship content;At the micro-system level,it is proposed that teachers should improve their observation concepts and practices: teachers should face up to the value of regional observation,enrich the theory of regional observation to update their own regional observation concepts,formulate observation objectives and plans,flexibly use regional observation methods,clarifying the role and tasks of observers,emphasizing objective analysis and self reflection,thinking and testing educational strategies to strengthen regional observation practices.