Research On Interventional Status Of A Kindergarten’s Novice Teachers In Role Play And Countermeasure

The proper intervention of teachers in the role play of pre-school children can promote exertion of role play function.The appropriate frequency,timing of intervention and proper intervention ways are important steps to determine the teachers’ intervention and guidance of role play.In order to understand the interventional status of novice teachers in role play,the author in this study adopted the literature research,observational survey,and interview survey,and selected a provincial model kindergarten in Nanchang targeted at teachers with no more than five years of school age,and randomly selected one class of respectively senior kindergarten,middle kindergarten and junior kindergarten,with a total of three classes,thus to study the interventional role play process of the corresponding six shift teachers.456 interventional cases were collected through the observational survey.Description and analysis of the basic status for the interventional role play of the six novice teachers were carried out,including the interventional frequency,timing,and mode of intervention of novice teachers in role play of pre-school children.Meanwhile,based on the knowledge about the interventional role play status of the novice teachers,by combining the interviews with six novice teachers,the author learned that they had the problems such as low frequency of intervention in role plays,focusing on only class discipline and improvement of the children skills,single reason for intervention and the intervention mode and others.In addition,the author found that the emergence of these problems was related to game concepts,practice experience,specific game contexts of the novice teachers and they didn’t satisfy the children’s play will.In order to improve the intervention quality of novice teachers in role plays,the author suggests that novice teachers can improve the frequency of intervention by changing the adverse game concepts,and conduct timely and appropriate guidance according to the specific game situation.The method of focusing on the role participation combined with the supported teacher identity should be used to get involved in role plays,and finally the novice teachers can improve the effectiveness of intervention by enhancing their own practice capabilities.