Research On Teacher Guidance Behavior In Kindergarten Drama Education Activities

Drama education for pre-school children which conform to the need of Physical and mental development of children,along with the implementation of comprehensive art courses into the kindergarten and favored by children.Due to the creativity?openness and processness of drama education activities and the Immature expression?creation and performance of children in drama activities,Preschool children's drama activities put forward higher requirements for teachers' guidance ability.However,Owing to the drama education ascendant and inexperienced teachers,there are lots of problems in the practice of guidance of drama education activities.It makes the study imminent to make full use of drama education and to improve the level of teacher's drama director.By using the methods of literature,observation and interview,The research analyzes the current situation of teachers' guiding behavior in drama activities in Z kindergarten in the city of XI'AN from the following three stages.First,The teachers' conduct on the selection of the theme of the drama.the delivery of the material and enriching children's life experience in the preparation stage of drama activities.Second,The teacher's identity?way and point of the director in the implementation phase of drama activities.And at last,The teachers' evaluation behavior at the end of drama activities.The results of the research show that the general current status of the teachers'guidance to young children's drama in Z kindergarten in XI'AN is half delightful and half sorrowful.Its merits are reflected in the following points:Becoming a kindergarten featuring the drama based on the Picrure Book;paying attention to the accumulation of children's experience related to the drama;Using questioning language to stimulate children's subjective initiative;Respecting the principal position of the children in the drama activities with the identity of the guide;Putting emphasis on inspiring children's understanding of the role,the richness of the plot and cultivating children's creativity through unconstrained imagination,and emphasising on the power of praise.However,there are still some deficiencies:Teachers' ability of making original drama is poor.There are some inappropriate behaviors in the use of language guidance.Teachers are not fully understand the value of the mode of action guidance.Teachers are not good at using strategies about drama teaching.Teachers are not skilled in keeping order in drama education activities.There is no systematic guidance system of teacher evaluation.Teachers attach more importance to the results than to the process of the drama.Then,this research takes the breakthrough points from teachers,young children's families,kindergarten and the drama education activity to analyze the influence factors of the kindergarten teachers'guidance to young children's drama.As for the teachers factor,Terche' speculative knowledge of drama education for young children are deficient.As for the young children's families factor,The children's parents put a higher premium on the results than the process of the drama activities.As for the kindergarten factor,Z kindergarten is still struggling for existence.As for the drama education activity,The characteristics of flexibility,creativity,processness and openness of drama education are also influence the teachers'instruction behaviors.Finally,this reasearch makes some corresponding suggestions from the aspects of spirit,theory,method and practice for improving the ability of kindergarten teachers'guidance to young children's drama.In spirit,teachers should establish correct children-views and children-drama education-views;In theory,teachers should strengthen the learning of theoretical knowledge of Drama Education for Young Children;In method,teachers can use Action Research Method and enhance the ability of guidance through constant practice and reflection;In practice,Teachers should pay attention to the suitability of the theme of drama,choose the proper way of guidance,strengthen the use of drama guiding strategies,enhance the management of the order of drama activities,establish a diversified evaluation system,change parents,concepts of Drama Education for Young Children.