Research On The Status Quo Of Teachers’ Support For Children’s Deep Learning In Science Area Activities Of Large Class

In recent years,the national policy requirements in the field of preschool education coincide with the characteristics of children’s deep learning.Under such a background,deep learning has received more and more attention and research with its unique characteristics and advantages.As an important part of kindergarten area activities,science area activities set up a good platform for promoting children’s deep learning.In scientific area activities,appropriate support provided by teachers for children’s "nearest development zone" can promote children’s deep learning.Therefore,it is of unique value and significance to improve kindergarten teachers’ ability and level of support for children’s activities to promote children’s deep learning.Therefore,this study takes scientific area activities of large class as the field to study the current situation of teacher support for children’s deep learning.This research mainly uses literature research method,observation method and interview method.Grasp existing research results,define related concepts,and explain the theoretical basis of this research through literature research;Observation method was used to investigate the status quo of teachers’ support for children’s deep learning,which was specifically manifested as the frequency,content,timing,type and effect of teachers’ support for children’s deep learning in science area activities of large class.Using the interview method,kindergarten teachers are interviewed to further understand teachers’ views on children’s deep learning and teachers’ support.By analyzing the existing problems,the causes of the problems are discussed,and finally the optimization suggestions are put forward to promote the support of teachers of deep learning in science area activities of large class.Through the research,it is found that the problems existing in teachers’ support for children’s deep learning in science area activities in large classes are as follows:Teachers do not pay enough attention to the development of children’s reflective ability;The timing of teacher support is biased;Insufficient material support for teachers;Teacher evaluation support is too simple.There are two reasons for the above problems.One is the lack of relevant theoretical knowledge and professional ability of kindergarten teachers.In the kindergarten,external support is inadequate.In view of the existing problems and the reasons behind them,two suggestions are put forward.In terms of kindergarten teachers,establish a scientific view of children and enhance teachers’ awareness of support;Theoretical learning should be carried out to enrich the knowledge system supported by teachers.Clarify the educational objectives of scientific regional activities and improve teachers’ supporting ability;In learning and reflection to understand children,improve the level of teacher support.In the kindergarten,teacher training and teaching research,improve the level of teacher support;To provide more effective resource guarantee for children’s deep learning and teacher support.