The Influence Of Teachers’ Teaching Style On The Participation Of Kindergarten Children In Group Teaching Activities

Group teaching activities are an important part of kindergarten education activities,and as one of the core links of kindergartens,the effectiveness of teaching activities is an issue that needs urgent attention.Children’s participation in activities is one of the important criteria to measure the effectiveness of teaching,and the Kindergarten Education Guidelines(Trial)believes that collective activities should ensure the enthusiasm of children to participate,and proposes to promote the development of children in all aspects from multiple perspectives.Therefore,this study explores the behavior of teachers with different teaching styles in group activities from the perspective of teachers,and how their teaching styles affect children’s participation in activities.In this study,the teaching style of 56 kindergarten teachers in five kindergartens in Kunming City,Yunnan Province,Qingdao City and Weifang City in Shandong Province was conducted to analyze the current status of teaching styles of preschool teachers.At the same time,17 teachers with outstanding teaching style characteristics were selected to observe and analyze the participation of children in the collective teaching activities organized by teachers with different teaching styles.The results of the study found:First,teachers’ teaching styles can be analyzed from three different dimensions,each reflecting different characteristics.Among them: in the dimension of tendency,radical teaching style accounts for a relatively high proportion;In the functional dimension,legislative and judicial teaching styles accounted for a relatively high proportion.In the horizontal dimension,the difference in the performance frequency of overall and partial teaching styles is not significant.Second,in group teaching activities,the overall level of participation of young children is low.Among them,the proportion of activities with low cognitive participation level was relatively high,and the level of children’s cognitive participation in group teaching activities in different fields was significantly different.The difference between children’s positive and negative emotional participation levels was small,and the difference in children’s emotional participation levels in group teaching activities in different fields was not significant.、Third,teaching style can predict children’s participation in activities to a certain extent.From the perspective of tendency,aggressive teaching style can positively predict children’s high cognitive participation and positive emotional participation.Conservative teaching style can positively predict the degree of negative emotional participation in young children;From the horizontal dimension,both holistic and partial teaching styles can positively predict children’s microcognitive participation.From the functional perspective,the legislative teaching style can positively predict children’s high cognitive participation and positive emotional participation.Judicial teaching styles cannot predict young children’s participation in activities alone.The comprehensive results show that different teaching styles have different influences on children’s participation in activities,and four suggestions are put forward to promote children’s participation in activities from the perspective of teachers: correct cognition of teaching styles and focus on multi-dimensional cultivation;Improve the art of questioning and choose response strategies reasonably;Pay attention to children’s emotional participation and establish reasonable rewards and punishments;It is necessary not only to promote educational democracy,but also to supplement it with necessary rules and constraints.