Study On Teacher Instruction In Children's Play

Teacher may promote the level of child development by instruction in their play. The study shows the actuality of the instruction in the preparative tache,beginning tache,comment and appraise tache and the problem of the teachers' instruction in the play, then propose the countermeasure.The study selected four of high quality kindergarten in Fuzhou as the study object: Experimental Kindergarten attached Fujian Normal University,Beilei Kindergarten in Gulou Distict,Taijiang Experimental Kindergarten and Huaxiang Kindergarten in Gulou Distict. One class was extracted from each grade each kindergarten, so twelve classes' play were observed in total.From the observation, we find the problem of teacher's instruction in the play: the condition of the play is not sufficient; ignoring the child's main body status; the phenomenon of instructing in the play too much or too little is serious; teacher and child is short of the emotional communication; the number of the valid involvement is not high; the teacher doesn't observe and unscramble the child's activity in the play; the teacher doesn't hold the occasion of the involvement in the play well; the teacher doesn't participate the play in deed; the mode of appraisal is single and the content of appraisal is not profound.So the study propose the countermeasure as follows: preparing the play sufficiently in order to offer the play's condition; promoting the ability of observation and choose the right occasion to involve the play; lessening the intervention and let the child be the main body in the play; building the carefree interaction atmosphere and pay attention to communicate with child; playing the role in the play neatly; do well in the comment and appraisal tache in order to promote the play's experience; reflecting on the instruction in the play...