A Case Study On Kindergarten Teachers’ Teaching Situation Cased

With the continuous progress of the basic education curriculum reform,researchers and educators are becoming increasingly clear that created teachingsituation is significance for the reform of education, teaching methods improved,changing of the concept of education. The new curriculum reform required teacherstransferred from indoctrination teaching methods to students accepted, experientialteaching methods; from teach merely knowledge to created teaching situation.Through created the real, vivid teaching situation, encouraging students to activelyexplore, bold innovative, in order to strengthen the full of classroom activities andvitality, and students get to the experience of individual life.In2001,issued by the ministry of education kindergarten education guidelines(try out) pointed out that “Learning have characterize by subtle, the results often notthe teachers ’teach’ the directly, child also learning is mainly though accumulation ofexperience and experience in real life and activities, teachers should pay attention toimpact children on the environmental and the emotional infected.” Kindergartenshould be based on the characteristics of created teaching situation, based on theprinciple of created teaching situation, put the teaching situation created as the core inthe classroom teaching. In the teaching process, teachers designed and created asinteresting as possible, close to the context of children’s lives, put the situation as thedriving force of the external world, and improved the internal driving force of thechildren to be more fully play.This research is qualitative oriented, using case study method, In-depthinvestigations and studies for14ordinary preschool teachers in two kindergartens.Through to deeply invest the real condition about teachers to created teachingsituations, revealing the process, form, effect of created teaching situations byteachers in the teaching process, analysis the factors of the impact on created teachingsituations, and on this basis to make a few suggestions for created teaching situations.The basic structure of this thesis is as follows:The first part presents the subject. Mainly analyze and illuminate the background,basic questions, meaning of the research and method of this research.The second part is research view. Relative problems about concept definition,form, characteristics, questions, strategy of the teaching situation created. The third part is case study. Mainly from teachers’ understanding of the teachingsituation created, the process, effect of created teaching situation, description the realstatus of X kindergarten and S kindergarten.The fourth part is found of this research. Summarized the basic characteristics ofthe kindergarten teachers to create teaching situations, and analyzed the impact offactors on that affect teachers to create teaching situations.The fifth part shows suggestions of this research. On the basis of the existingconclusion, as teaching situations created giving some suggestions.