The Action Research On Woodingworking Activity Promoting Initiative Development Of 5-6 Years Old Children

As one of the contents of learning quality,initiative plays an important role in promoting children’s understanding of the world,mastering knowledge and self-development.With the gradual increase of research on kindergarten education practice,woodworking activities have also attracted more and more attention from front-line educators.The real tools,materials and experiences contained in woodworking activities not only provide space for children’s performance and creation,but also bring opportunities for the improvement and development of children’s initiative.Although some kindergartens have practiced woodworking education at present,the relationship between woodworking activities and the development of children’s learning quality has been paid attention to,but the research on the cultivation of systematic infant initiative in woodworking field is still lacking.Therefore,this study adopts the paradigm of action research,combines the method of measurement,interview and case analysis,takes the wooden workshop in X Kindergarten as the research field,adopts the picture card situation test to select two children aged 5-6 years old with low level initiative,two children with medium level initiative and two children with high level initiative as the research objects,and carries out the action research in three stages.To explore the promotion strategy to promote children’s initiative development in woodworking activities.In the first stage,strategies such as setting appropriate creation theme,teaching basic carpentry skills,setting appropriate creation objectives and introducing "retrospective" reflection form are adopted to help children master basic carpentry skills,improve reflective awareness and obtain self-efficacy.In the second stage,children’s woodworking creative ability,active management level and process reflection initiative were gradually improved by setting flexible creation themes,introducing various reward mechanisms and using design drawing comparison and reflection strategies.In the third stage,through the creation of woodworking theme close to life,the establishment of "safety maintenance team" and the increase of collective reflection and sharing,and other strategies to help children improve the ability and initiative of in-depth exploration and reflection,so that they gradually realize the value meaning of using woodworking to serve life.In the action,each stage combined the collected qualitative materials and the Grade of Children’s Initiative in Woodworking Activities to summarize and analyze the children’s initiative performance in woodworking activities to ensure the objectivity and rationality of the research.The study found that the strategy support system adopted in the course of this action intervention can provide support for the development of children’s initiative systematically,continuously and flexibly in different stages and differences in practice.Children’s active participation,active exploration,active management and active reflection have been developed and improved.The understanding and research of the concepts,theories and practices of initiative and woodworking activities are also deepening.Based on this,corresponding educational suggestions are put forward: 1.Teachers should adopt scientific and systematic strategies to continuously promote children’s initiative development in woodworking activities,and at the same time,flexibly adjust the implementation of strategies to promote children’s initiative development in woodworking activities.2.Kindergarten should attach importance to the construction of special activity rooms for woodworking activities to ensure children’s activity space and time.At the same time,relevant training seminars should be carried out regularly to build a professional team of teachers.