Study Of Children’s Deep Learning In Autonomous Regional Games In Big Classes

Although deep learning theory originated from the field of artificial intelligence,it has impacted on the rigid and stereotypical concepts of traditional education and provided a direction for the comprehensive and sustainable development of learners.In this context,how teachers can use deep learning to develop learners’ core literacy has become one of the important issues in the current education research.Specifically in the field of preschool education,deep learning can provide the inner motivation for the formation of good qualities of children,which is in line with the demands of kindergarten curriculum reform.Of course,any educational concept has to be realized in some way,and autonomous regional games focus on the development of good learning qualities such as positive emotions and peer cooperation of children,which fits the requirements of deep learning for children.Therefore,attaching importance to the educational value embedded in autonomous regional games is an effective way to promote children’s deep learning.This study is based on the practical field of children’s deep learning,taking 154 children in five kindergarten classes in W city G as the research objects,combining the connotation of deep learning and the actual development of kindergarten autonomous regional games,using the observation method,case study method and interview method.We understood the current situation of children’s deep learning in autonomous regional games,summarized the problems of children’s deep learning in regional games,analyzed the causes,and based on this,proposed strategies to promote children’s deep learning in autonomous regional games.The study found that the following problems exist in the deep learning of big class children in autonomous regional games: first,poor autonomous problem solving skills;second,lack of connection transfer ability;third,lack of critical thinking ability;fourth,weak sense of listening;and fifth,insufficient self-reflection ability.Based on the analysis of the current situation and problems of children’s deep learning in regional games,we found that the reasons that hinder children’s deep learning,combined with the teachers’ interviews,are: first,at the children’s level,children’s insufficient intrinsic motivation to learn and the constraints of children’s own development level;second,at the teachers’ level,teachers’ insufficient knowledge of deep learning,lack of rationality in creating the regional environment,teachers’ superficial observation of regional games,and teachers’ lack of effective guidance in regional games.Thirdly,at the kindergarten level,the kindergarten lacked teaching research and training for teachers’ related experience and ability,and the kindergarten had heavy teaching management and administrative tasks.Finally,based on the problems and attribution analysis of children’s deep learning in the autonomous regional games of big classes,corresponding supporting strategies are proposed: First,the subjectivity dimension of children: stimulate children’s internal learning motivation,enhance the internal drive of deep learning,enrich children’s knowledge experience,improve the ability of connection transfer,cultivate children’s good learning quality,enhance the effect of deep learning,improve children’s metacognitive ability.Second,the external environment dimension:strengthen teachers’ understanding of children’s deep learning and autonomous regional games,create a scientific and reasonable regional environment,strengthen teachers’ observation and guidance of regional games,pay attention to the educational value of regional game sharing,strengthen teachers’ training in kindergartens to improve teachers’ professionalism,and streamline the process of kindergarten activities to reduce teachers’ teaching pressure.