Action Research On The Observing Behavior Of Teachers In The Game Activities In Kindergarten Art Area

Preschool teachers are professionals who perform the duties of preschool education. The Ministry of Education issued the Pro-formed Teaching Guideline for Preschool Education in 2001. Since then, the reform of preschool education in China has ushered in a new stage. Preschool teachers’professional development is regarded as an important strategy to deepen the reform of preschool education. Early in 2012, The Ministry of Education issued the Pro-formed Professional Standards for Preschool Teachers. It’s the basic requirements for qualified preschool teachers’professional quality in our country. At the same time, it’s the basic criterion to guide the professional development of preschool teachers. Teacher behavior is the external performance of teacher professional development, and it’s the key factor that influences the quality of preschool education.Effective observation of teachers in the kindergarten regional game activities is conductive to promoting the independent learning and development of children. The basic understanding of the observing behavior of teachers in the game activities in kindergarten art area is not clear, the application of the observation methods is inaccurate, the efficiency of the use of observation results is rather low. All of these directly lead to the low quality of teachers’ observation. The purpose of this study is to provide theoretical and practical basis for improving the quality of the behavior of the teachers in the kindergarten art area.This study selected the action research of the teachers in C Kindergarten, who have rich organization and implementation experience in the game activities in the kindergarten art area. At the same time, the study also used the literature method, the participation observation method, the interview method and the content analysis method. The researcher conducted a field study on the observing behavior of the teachers in C Kindergarten art area. Through the analysis of the basic understanding of the teachers’ observing behavior, the application of the observation method and the use of the observation results, the researcher put forward the explanatory description. On this basis, the researcher carried out inquiry action, reflected on education proposals. This paper mainly includes the following four parts.The first part:introduction. This part mainly discusses the origin of this study, research significance, concept definition and literature review. The second part:research design. This part discusses the purpose and content of this study, background information and research methods. The third part:research process. This part starts from the problem diagnosis, discusses the action research process of the problems of the teachers’ observing behavior, and the application of the observation method and the observation results in the game activities in kindergarten art area. The fourth part:research results and reflection. This part first reviews the results and analysis of this study, and then reflects the related problems in the study.After the diagnosis of the problem of the observing behavior of teachers in the game activities in kindergarten art area and three terms of action research, the researcher made a targeted survey of C Kindergarten teachers. The researcher found that, teachers there have been able to fully understand the importance of the implementation of the observation of children in kindergarten art area. Teachers can make a more appropriate choice of observation content, choose and use the observation methods reasonably. Teachers can use the observation information to guide practice from the perspective of children.