A Study On The Present Situation, Problems And Countermeasures Of Teachers’ Guiding Strategies In The Activity Of Large-Class Construction Area

With the development of the industry,area activities have become an important part of kindergarten teaching.Construction area activities,as a representative one,play an irreplaceable role.Construction area activities play a decisive role in developing children’s creativity and imagination,training children’s eye-hand coordination,promoting children’s social interaction and so on.Children in senior grade of kindergarten are in a special age,with logical thinking developing and constructive ability further enhanced,that requires effective guidance of teachers to maximize the advantages of constructive activities.Teachers serve as the organizer,guide,administrator and evaluator of construction area activities,effectiveness of whose guidance directly affects the results of these activities.Improving teachers’ guiding abilities and strategies is beneficial to make full use of and realize the value of construction area activities.Consulting relevant studies home and abroad,this paper analyzes the application of teachers’ guidance strategies to construction area activities in senior grade of a kindergarten with the method of observation,interview and the case study.This research mainly includes the following parts: in the first part,the reason and significance of the topic is stated,the methods and the design ideas of the research are explained,the research object is defined and some related problems are put forward.In the second part,the basic situation of teachers’ guiding strategies in construction area activities of a kindergarten is demonstrated.This part shows the basic situation of teachers’ cognition in construction area activities,the development and material input in construction area activities and the application of teachers’ guiding strategies,which are divided into 4 categories and 12 subcategories by researchers.The usage frequency and proportion of each strategy is showed in detail,and teachers’ preferences in guidance strategies are summarized.The problems exposed in teachers’ guidance in construction area activities are discussed in the third part.On the basis of the previous part researchers summarize and analyze the problems,specify the essential ones with cases.These problems are respectively discussed in six parts,suchas the lack of supporting materials,the shortage of effective time,the emphasis on techniques rather than ideas in teachers’ guidance,the emphasis on the results rather than the process.The problems in the previous part are analyzed theoretically in the fourth part.The summary is that the reasons for the problems lie in three aspects,the dimension of educational idea,the dimension of teachers’ ability and kindergarten management system.The pertinent suggestions are given in the fifth part,for the problems mentioned above and their attribution.Suggestions mainly include to flexibly locate teachers’ role in the activities,to increase the fluidity of materials among classes,to mobilize the interest of the children who have an advantage in construction,to change the evaluation structure and regard the evaluation of the process,to perfect the kindergarten training and learning mechanism,and so on.