The Study On Kindergarten Teacher Use Learning Story Current Situation And Influencing Factors In Tianjin

Today,people are increasingly attaches great importance to the quality of preschool education.As one of formative assessment method,researchers are paying more attention to Learning Story because of its unique value.Firstly,the research investigated the current situation of the kindergarten teachers’using of Learning Story through their notion and behavior.On the one hand,this research used questionnaire and interview method investigated 51 kindergarten teachers’notion in TianJin.On the other hand,the research used the method of observation and content analysis.By observing the teacher’s daily education behavior and analysis 82 Learning Stories,the researcher understands the teachers’ behavior.Secondly,in order to know the influencing factor of kindergarten teachers’ using Learning Story in TianJin,this research mainly used questionnaire and interview method to summing up the possible influencing factors in the first place.Then,the researcher selected 10 kindergarten teachers in different levels to interview to ultimately tease out the influencing factor of kindergarten teachers’ using Learning Story in TianJin.The research founded that:(1)The general levels of kindergarten teachers’ using Learning Story in TianJin are not high.Although there are few of teacher can evaluated children effectively,but the investigated teachers’ level is uneven.This mainly displays in following aspects:Before writing,Writing has a certain purpose,but random observation is still dominant;During writing,Teachers can select writing object on purpose,but they are the lack of fairness and Sustainability;Focus on activities and group teaching activities,but overlook other activities;Records can partly reveal the learning process of young children,but they are not specific and objective;The analysis can be based on children’s performance or works,but the subjectivity of teacher is strong;Analysis can reflect some of the characteristics of the development of children,but analysis has a single perspective and not deep enough;Teachers has better analysis of familiar areas than others;According to noticing and recognising,the ability to formulate targeted strategies needs to be improved;After writing,The awareness and ability of using the evaluation results for teaching services need to be improved;And when evaluating Learning Story,teachers’ notion and behavior were disconnected.(2)The influencing factor of kindergarten teachers’ using Learning Story in TianJin contains two aspects of teachers and the kindergarten.It contains:Teachers’theoretical knowledge of Learning Story;Teachers’ mastery of domain knowledge;Teachers’ understanding of the evaluation function;Daily work;Kindergarten organizational climate and material environment.In view of the research conclusion,this study to table a proposal from two aspects:(1)Teachers needs to go deep into Learning stories theoretically and impro’ve the enthusiasm of evaluation;Comprehensive study domain knowledge,improve evaluation’s professional;Changing the notion of evaluation,attach importance to improvement function of evaluation;Pay attention to the value of various regions and materials,comprehensive analysis of infants.(2)Kindergarten should decrease teachers’work to increase the effective time to evaluate;Forming good kindergarten organizational climate to promote teachers’ common program;Provide a comfortable material environment to guarantee for teachers’ evaluation.