Research On Teacher Intervention Behavior Of Science Education Activities In Kindergarten Middle Class

With the continuous improvement and strengthening of China's early childhood education system,the research of experts and scholars in the field of preschool education is also gradually in-depth and comprehensive.The science education of children begins to recede its mysterious appearance and becomes one of the main contents of children's learning.Meanwhile,the development of science education activities is also a challenge to the education ability of preschool teachers.Among them,the development of teachers' intervention in science education activities has an important impact on children's learning of science education knowledge,development of scientific inquiry ability and cultivation of scientific literacy,etc.However,in the process of intervention,there are still situations of inappropriate timing and improper intervention methods.At home and abroad,there are few and relatively scattered studies on teacher intervention in science education activities,and there are not enough references for front-line teachers.Therefore,it is imperative to study teacher intervention in science education activities.This study takes the middle school kindergarten teachers as the research object,and uses the observation method and interview method as the main methods to collect the research cases and materials,understand the current situation of teacher intervention behavior in the middle school science education activities,and diagnose the problems of teacher intervention behaviors.Summarize the factors affecting the intervention behavior,and put forward relevant educational strategies and educational support,in order to help the kindergarten teachers from the perspective of educational practice.The first part of the study discusses the background of the topic,the definition of relevant concepts,the literature review,the innovation,the purpose and significance of the research,the theoretical basis,the method and the research object;the second part of the research is mainly based on the middle school science education activities.The observation results of teacher intervention behavior and related cases are analyzed.The author divides it into four aspects: the tendency of the teacher intervention behavior,the way,the timing of the occurrence and the result.By sorting out the relevant statisticalresults and the actual case record of educational activities.Quantitative and qualitative analysis of teacher intervention behavior in science education activities;the third part of the study is to analyze the problems existing in the actual intervention process and the related factors affecting the intervention behavior in combination with the status quo and the interview records of teachers;Partly for the problems of teacher interventions discovered through observations and interviews,and the related factors affecting behaviors,the author believes that teachers can help to implement better interventions to create a good external working environment and optimize science.Educational design,specific teaching Intensify and improve the intervention behavior in the process,combine the teaching plan to carry out comprehensive teaching reflection,and combine the teaching reflection to improve the ability of the five aspects to propose corresponding strategies,in order to provide a theoretical reference for the frontline teachers to implement interventions in science education activities.