Teachers Guide Children In Deep Learning And Support Behavioral Research

Children have the innate curiosity and the desire to explore,in the many activities of kindergarten,science teaching activities can meet the age characteristics of children's curiosity,asking and inquiry.In science teaching activities,whether children can achieve deep learning has a close relationship with the guidance of teachers.The research targets of teacher support behaviors are teachers.Author major researches the implementation real problems in teachers support behaviors,through 18 science teaching activities' field observation,solving teachers'support difficulties behaviors in science teaching activities.In order to using the results improving teacher education support behaviors,so that teachers can acquire practical wisdom and professional self-development ability to realize the deep development of children's learning.Therefore,both theoretical researchers and practitioners of early childhood education should actively pay attention to kindergarten science activities on the basis of the actual situation of teachers guiding children's in-depth learning and supporting behaviors.This paper explores the experiences and regular patterns of teachers guiding children to achieve in-depth learning and provide supporting behaviors.Using various qualitative research methods:interviews,observation,observation,case study,the author selected three public kindergartens in Xi'an as the research objects to get research materials,and after later transcription,collation and analysis to show the reality of teachers guide children to realize deep learning and provide educational supports in real science teaching activities in three kindergartens.Looking for problems,analyzing problems,raising conclusions and recommendations of teachers' guiding children to achieve in-depth learning and providing support behaviors in science teaching activities.This study mainly includes six parts.Chapter 1 Introduction:This part introduces the origin and significance of this research,clarifications relevant domestic and foreign research status,and proposed relevant theoretical basis.Chapter ? Research Design:highlighting the purpose of this study?research content,research object?research methods research process,data collection ways,collation and analysis.Chapter ? the status of teachers' guiding children to deep learning and providing supporting behaviors.Chapter ? The existence major problems of teachers guiding children to deep learning and supporting behaviors.Chapter ? the causes of teachers guiding children to deep learning and supporting behaviour problems.Chapter VI The educational conclusions and suggestions of teachers guiding children to learn deeply and supporting behaviors.Through in-depth on-site observation of 18 scientific teaching activities and Indepth interviews with kindergarten administrators and teachers and combined my own summary,18 teachers guide young children deep learning and supporting behaviors problems in science teaching activities are:1.at guiding children's deep learning Aspects:The teachers' initiative thinking,active construction abilities,transfer abilities and meta cognitive abilities are insufficient.at the supporting behaviour aspects:teachers lack of knowledge in the subject area,insufficient suitability of material delivery,unsatisfactory creation of activity environment,poor planning of teaching time and improper feedback methods.In view of the above main problems,the author puts forward the following educational suggestions:improving teachers' scientific teaching quality,enhancing teachers' abilities in science teaching activities,Reducing the influence of early childhood factors on the realization of deep learning,improving kindergarten management problems,improving kindergarten and home cooperation to achieve deep learning.In order to better cultivate children's scientific literacy,promote children's learning and development.The suggestions also provides some experiences and enlightenment for teachers in carrying out scientific teaching activities and puts forward some suggestions for the decision-making behaviors of educational administrative departments and provides guidance for parents to participate more scientifically in kindergarten teaching activities?...