A Survey On The Current Situation Of Developing Narrative Ability Of Older Childre

The Guidelines for the Learning and Development of Children Aged 3-6 state that "early childhood is an important period for language development,especially oral language development." Narrative narrative,as a form of oral narrative skills,is different from everyday talk.It requires children to use oral language to tell the experiences,behaviors,or events of people,development,and changes,and to clearly describe the people,time,place,events,and reasons for the events,and to explain the sequence of events.From the perspective of the early childhood interface,the development of narrative narrative skills can help children prepare for elementary school and adapt to elementary school life.Therefore,this study was conducted to understand the current situation of kindergarten teachers’ development of narrative narrative skills for older children,to identify problems and attribute them,and finally to make suggestions for improvement,so as to provide theoretical guidance and practical support for older teachers’ development of narrative narrative narrative skills for older children.This study used questionnaires,interviews,and observations(participatory random observation and lesson observation)to investigate the current situation of narrative narrative development in older children.SPSS24.0 software and WPS Office2021 software were used to count,analyze and process the data from the questionnaires,while the data collected from interviews and observations were analyzed and interpreted in depth by means of qualitative analysis.The survey results showed that: 1.Teachers in city W generally have cognitive deficiencies in the process of developing narrative narrative skills.2.There are many problems in the collective teaching practice of narrative narrative narrative,mainly in four aspects:teaching diagnosis,teaching design,teaching organization and implementation,and teaching evaluation.3.There is a serious problem of formalization of infiltration education in daily life,and teachers do not make good use of the opportunities of infiltration education.The teachers did not make good use of the opportunity of infiltration education.In response to the above problems,the researcher explored the causes from the cognitive level,the group teaching level,and the level of infiltration education in life,and combined the problems and causes to propose countermeasures for improvement from three levels:1.Teacher level:(1)Using life opportunities to put infiltration education into practice.(2)Careful consideration of the design and implementation of group teaching activities:we will set teaching objectives based on children’s realities and hierarchies,select appropriate narrative propositions,and generate appropriate teaching scaffolds;clarify the instructional process of narrative group teaching;and ensure the organization and implementation of group teaching activities.2.Kindergarten level:(1)Directors and management staff strengthen their own leadership.(2)Kindergartens provide teachers with external conditions to support narrative narrative activities.3.Home co-education level:(1)Kindergarten regularly holds seminars on relevant topics to draw the attention of parents.(2)Teachers should regularly communicate with parents about the development of children’s narrative narrative skills,and jointly discuss the development of the program.