Study On Current Situation Of Teacher Education Support In Kindergarten Science Activities Based On Scaffolding Theory

As a mature theory,scaffolding theory has attracted great attention from on the educational circles at home and abroad.Research has proved that the application of scaffolding theory in kindergarten science activities is conducive to teachers guiding children to actively explore,construct and improve scientific knowledge.Based on scaffolding theory,this study uses literature,observation and interview to observe the use of five types of educational support provided by teachers in 20 scientific activities,and to analyze the existing problems and their causes.Research shows that in the field of kindergarten science activities,teachers can provide educational support in line with the scaffolding theory and effectively promote the development of children.At the same time,there are problems in the use of educational support,including: too many closed questions,lack of challenging content,unclear problem expression,insufficient time for asking and answering questions,teachers’ non-response;the main problems of practical support are low frequency of application,poor exploratory,inappropriate exploration time;prompt branch;The problems of demonstration support are that the demonstration is too specific,hinders the divergence of children’s thinking,lacks interaction with children,and ignores the independence of children.Through interviews,the author believes that the causes of these problems are related to teachers’ educational concepts,understanding of scaffolding theory,attaching importance to scientific knowledge and mastering children’s personality characteristics.Finally,on the basis of the research results,some suggestions are put forward to solve the problems existing in the application of teacher education support.