The Case Study Of Teacher's Guiding Behavior In Children's Dining Link

Dining link is an important part of the daily life of children,while,due to physical and mental development is not yet mature,children often appear some eating problems and bad eating behaviors,which needs teachers' reasonable and appropriate guidance.Therefore,in children's dining link,teachers' moderate guidance is of great significance for the development of children's good eating habits and physical and mental health.The study takes A kindergarten as the case and select 14 head and assistant teachers in junior,middle and senior classes as the research objects to research the teacher's guiding behavior in children's dining link.The study mainly uses the observation method and interview method.Through the study on teachers' guiding time,contents,mode and effect in children's dining link to understand the general situation of teachers' guiding behavior and the differences of teachers' guiding behavior in different age classes,explore the problems and influencing factors.The study found that: in the guiding time,teachers' initiative activities are more;in the guiding content,teachers pay more attention to the nutrition guidance;in the guiding method,gives priority to imperative language,demonstrative action and positive emotional attitude;in the guiding results,positive guidance is dominant;significant differences exist in teachers' guiding behavior of different age classes.The problems are that: the lack of adequate observation of children's eating behavior,the lack of understanding of actual meal situation of children and the insufficient awareness of children's emotion of eating.The study shows that some factors affect teachers' guiding behavior,for example,teachers' professional quality,children's individual differences and parents.Based on the above analysis,the author puts forward the corresponding suggestions.