Study On The Observation Behavior Of Kindergarten Teachers In Regional Activities

Observing behavior is the external manifestation of kindergarten teachers’ observation ability,and it is an important dimension to evaluate the professional development of kindergarten teachers.Good observation behavior is beneficial to kindergarten teachers to understand the interest and development of children’s learning,so that the curriculum design can accurately target the specific ability of children.At the same time,China’s early childhood education reform focuses on the children’s own experience,emphasizing the individual differences between children,which requires kindergarten teachers to consciously and carefully observe the children.Therefore,paying attention to the observation behavior of kindergarten teachers is not only a requirement for adapting to the educational reform situation,but also an important way to promote the professional development of teachers.As one of the favorite game activities for young children,regional activities are highly representative of the children’s game behavior.The performance of young children in regional activities is not only more comprehensive,vivid and natural.Their own game scenes and observable children’s game behavior also provide the most realistic observation scene for teacher observation.Therefore,this study selects the kindergarten regional activities as the research scenes and entry points of the kindergarten teachers’ observation behaviors.Under the premise of clarifying the basic types of kindergarten teachers’ observation behaviors,the observation methods,text analysis methods,questionnaire survey methods and interview methods are used from kindergartens.Teachers observe behavioral cognition,behavioral attitudes,and behavioral performances to analyze the current status of observations of 293 teachers in 15 kindergartens in T-city of G province.Combined with the sample survey results of kindergarten teachers and related research data,the study draws the following two conclusions: First,the results of the questionnaire show that the overall scores of kindergarten teachers’ observation behavior are higher,indicating that kindergarten teachers generally recognize the importance of observation behavior.Sexuality and awareness of observation;Second,compared with the three dimensions of research,kindergarten teachers observe behavioral performance in this dimension is slightly insufficient.In the actual operation,the observation behavior of kindergarten teachers does have many problems,mainly related to the purpose,plan,method,analysis and reflection of observation.In view of the problems and deficiencies in the observation behavior of kindergarten teachers,the research based on the analysis of the causes,from the purpose of refinement observation,update the observation concept,formulate the observation plan,rely on the Guide to establish the observation focus,optimize the observation method,scientific analysis and reflection.Six aspects proposed to improve and standardize the kindergarten teachers’ observation behaviors and suggestions,in order to support the improvement of kindergarten teachers’ observation ability.