Investigating Teacher Guidance Behaviors In Scientific Activities Within Kindergarten Middle Classes’ Activity Areas

Active learning in kindergarten activity areas is an effective approach for implementing individualized education,complementing and integrating with collective teaching activities while offering substantial educational value.Scientific activities play a crucial role within these areas,promoting the development of critical thinking,problem identification and solving skills,and observation abilities in children.Effective teacher guidance is vital in cultivating children’s scientific exploration skills within activity areas.Hence,this study aims to deeply explore teacher guidance behavior during scientific activities in kindergartens.Using questionnaire surveys,interviews,and observations,this study investigated the current situation of teacher guidance behavior in the pre-,during-,and post-stages of scientific activities across 15 preschool classes from three kindergartens.The study analyzed the problems and reasons underlying teacher guidance behavior in these three stages and proposed corresponding optimization strategies.The objective of this study is to provide an objective and comprehensive reflection of teacher guidance behavior during scientific activities in kindergartens,offering reference ideas for improving teacher guidance.The study revealed several problems in teacher guidance behavior.In the pre-stage of scientific activities,these include inadequate time planning,inappropriate arrangement of space creation in terms of location and adjacent areas,and a lack of correlation in material placement.In the during-stage,problems arise from improper timing,uninspiring verbal behavior,over-reliance on non-verbal behavior,and incomplete and insufficient observation records.In the post-stage,problems involve neglecting children’s subjectivity in summarization and evaluation,relying on onesided content and methods,providing superficial analysis and interpretation of observation records,and a lack of proactive and comprehensive reflection and adjustment.The study identified the main reasons for these problems as teachers’ insufficient scientific literacy and the absence of supportive environments in kindergartens.Based on the analysis of these reasons,the study proposed optimization strategies at both the teacher and kindergarten levels,aiming to promote high-quality scientific activities for children.Overall,this study emphasizes the importance of effective teacher guidance in scientific activities within activity areas and provides valuable insights to enhance the quality of such guidance in kindergartens.