A Case Study On Teachers’ Management Behaviors In The Collective Teaching Activities Of Kindergarten Senior Class

In the collective teaching of kindergarten, teachers’behaviors can be divided into two parts:teaching behavior and management behavior. In a fixed period of teaching time, the more time to manage the class, the less time for teaching, and it will greatly reduce the teaching efficiency, and it is not conducive to develop the teaching activities effectively. Teachers’ management behavior will not only affect the class atmosphere, but also can affect children’s physical and mental development. As a result, in kindergarten’s collective teaching, how to conduct the effective management is one of the major challenges to teachers. At the same time, what kind of management style will be used by teachers is one of the main factors affecting dynamic of the class, and it is also one of the important factors affecting the development of young children. In view of this, the author will study the kindergarten collective teaching, through the case study to describe the teachers’management behaviors in kindergarten’s top class collective teaching, and then find out the existing problems, put forward counter-measures, and finally cause the attention of teaching researchers and practitioners to the teaching management behaviors in kindergarten collective teaching.This study selected a senior class of one public normal kindergarten. Through analyzing the field observation records, it classified the explicit way of teachers’ management behavior into13dimensions:words criticism, positive praise, signal hint, transfer the location, action deterrence, remove the media, delay of gratification, deliberately ignore, assignments, stop teaching, appropriate punishment, seeking foreign, tidy the classroom, a total of13, then analysis all of the incidents quantitatively, finally, come to the conclusion that could help put forward the targeted education suggestions.