Research On Teachers’ Guiding Behavior In Building Block Games For Children In Senior Class Of The Kindergarten

Building block game is a game that integrates consciousness,enforceability,creativity and expressiveness.Compared with other games,building block game can improve the understanding,imagination and logical thinking ability of senior class of the kindergarten.Teachers’ effective guidance on block games for senior class of the kindergarten will help maximize the value of block games.Therefore,this study conducts a scientific research on the teacher’s guidance behavior in block games for senior class of the kindergarten.Based on the methods of literature research,observation,interview and case study,this study conducted an observation and scientific research on the teacher’s guidance behavior in the building block game of senior class of the kindergarten in four public kindergartens in Hefei.Firstly,it explains the teacher’s guidance behavior in the building block game,and analyzes the current situation of the teacher’s guidance behavior in the building block game of senior class of the kindergarten.Then in the big class children’s building block game,we found and analyzed the problems from the teachers’ current situation.Finally,the paper puts forward the improvement strategies of building block games for senior class of the kindergarten.Based on the collation and summary of the observation and interview data,the current situation of the teacher’s guiding behavior in the block game is as follows: from the teachers’ understanding of the guiding behavior,most teachers think it is necessary to guide,teachers have a rich understanding of the key points of the guiding behavior,teachers have individual differences in their cognition of their own roles,and teachers have many doubts when guiding the block game;From the external performance of the guidance behavior,the teacher’s guidance behavior is dominated by a single guidance method,the teacher’s guidance language is more than the behavior,and the teacher’s guidance behavior is dominated by facial expressions;From the perspective of intervention time of guiding behavior,the intervention time of teachers’ guiding behavior is diverse;From the perspective of the leading subject of the guiding behavior,the teacher’s guiding behavior is mainly self-leading;From the perspective of the effect of guiding behavior,the effect of teachers’ guiding behavior is mainly positive.According to the analysis of the current situation of teachers’ guidance of building block games,the main problems are: lack of cognition of guidance behavior,improper performance of teachers’ guidance behavior,unreasonable intervention time of guidance behavior,and teachers’ too authoritative.The reasons for the problems of teachers’ guidance behavior are analyzed from the internal and external factors.The internal factors are: teachers’ lack of understanding of building block games,teachers’ guidance behavior ability needs to be improved,and teachers cannot teach according to their aptitude when guiding.The external factors are: the proportion of teachers and children in the class is inappropriate,and kindergartens have less kindergarten-based training for teachers to guide building block games.Based on the analysis of the problems and causes of the teacher’s guiding behavior in the block game of kindergarten’s senior class of the kindergarten,the following suggestions are put forward: first,strengthen the theoretical literacy and establish a scientific guiding concept: learn policies and regulations and strengthen the awareness of the teacher’s guiding behavior in the block game;Learn advanced theories and improve the cognition of the teacher’s guiding behavior in building block games.Second,integrate various ways to guide building block games flexibly: teachers’ guidance behaviors are diversified and action guidance is strengthened;Teachers’ direct guidance behavior and indirect guidance behavior are combined.Third,pay attention to observation and research,grasp the times of guidance: scientifically determine the frequency of teachers’ guidance behavior;We should reasonably grasp the opportunity of teachers’ guidance.Fourth,respect the autonomy of play and reduce unnecessary control: focus on children’s interests;Teachers should flexibly position their roles.Fifth,reasonably allocate the proportion of teachers and children;Sixth,kindergartens create conditions for teachers to learn.