A Case Study On How Teachers' Supportive Behaviors In Autonomous Games Promote Children's Deep Learnin

Deep learning is a learning in which learners can think critically on the basis of understanding,integrate new theories and ideas into the existing cognitive structure,and transfer and apply them to new situations to solve problems.Autonomous game activities advocate children’s active participation,improve their thinking ability in the game,and converge with the characteristics of deep learning.Large class children already have the preliminary logical thinking and reasoning ability.Due to the limitation of cognitive level and the lack of experience,they usually encounter obstacles in the game,so they need the timely support and guidance of teachers.Many studies have shown that teachers’ reasonable guidance can promote children’s physical and mental development.Therefore,the study of teachers’ support behavior in children’s autonomous Games has important practical significance to guide children’s development.This study adopts the method of case study to explore teachers’ support behavior from the perspective of children’s deep learning,and is committed to providing reference and reflection for front-line preschool teachers,as well as reference for novice teachers who are about to step into the front-line.The research takes Q teacher,m teacher,l teacher and 6children in each class of X kindergarten as the main research object.Through the methods of observation,interview and case analysis,this paper interprets and combs the support behavior of the three teachers in children’s autonomous games,and analyzes the problems and reasons of teachers’ support behavior on this basis.The results show that: firstly,on the whole,the effectiveness of teachers’ support behavior in children’s autonomous games is low,which mainly focuses on arousing children’s interest in games,paying attention to the guidance of the connection between children’s old and new knowledge and experience,supporting children’s independent opinions,and cultivating children’s innovative consciousness and ability;Secondly,there are some differences in the three teachers’ support behaviors.From the number of support behaviors,teacher m has the most support behaviors and teacher L has the least;From the perspective of support effect,teacher Q’s support behavior is the most effective,teacher M’s support behavior is more effective,and teacher L’s support behavior is less effective;Thirdly,the analysis found that teachers’ support behavior has the problems of cognitive support failing to enrich children’s pre experience,improper timing of emotional support and single support behavior,autonomous support and inaction support,and laissez faire play.The reasons for the above problems are: the lack of teachers’ professional knowledge and ability,the external pressure of kindergarten teaching tasks and time arrangement,the phased and individual differences of children’s development.Finally,it puts forward some suggestions for teachers’ support behavior to promote children’s deep learning: improve the theoretical knowledge of deep learning and improve the effectiveness of support behavior;Flexible use of a variety of support behaviors to promote children’s in-depth learning;Different types of teachers learn from each other to improve the level of supportive behavior.