Study On Teacher's Suitability Teaching Behavior In Kindergarten Group Teaching Activities

Collective teaching activities are one of the main activities of kindergartens in China,and one of the characteristics of education.It is a research field that cannot be avoided in the reform of kindergarten education in China.One of the main research objects in this field is the research on teachers,while most of the research on teachers.It is to change the teaching behavior of teachers.The research on teacher suitability teaching behavior in kindergarten is beneficial to the reform of children's collective teaching activities.On the other hand,it can improve the teaching behavior of teachers to create a better educational environment for the development of children.To this end,this study will focus on Teacher suitability teaching behavior is unfolded.This study takes Y kindergarten in Chenggong District,Kunming City,Yunnan Province as an example.It uses literature method,observation method and case analysis method to study the teacher suitability teaching behavior in kindergarten collective teaching activities.The video data of 29 collective teaching activities in the large class in the park were collected through field video recording.A total of 3652teachers' teaching behaviors were analyzed.Based on the quantitative and qualitative analysis of these behaviors,the paper was formed.According to the research,in the Y kindergartens collective teaching activities,teachers' appropriate teaching behaviors accounted for 32.26%,unsuitable teaching behaviors accounted for 33.43%,and general teaching behaviors accounted for34.31%.The "study-style" teaching behavior was basically eliminated,and the kindergarten teachers' teaching behavior reform was “Do not make mistakes” and turn to “promoting development”.Y kindergartens are not suitable for teaching behaviors.Teachers' questioning behaviors appear most frequently,accounting for the highest proportion.Teachers' questioning behavior has become the key area for kindergarten teachers' teaching reform.This study attempts to demonstrate the status quo of teacher suitability teaching behavior in kindergarten collective teaching activities by quantitative and qualitative analysis of preschool teachers' teaching behaviors,and proposes useful suggestions based on their existing problems in order to improve the preschool teachers' collective teaching activities.The teaching behavior enhances the suitability of preschool teachers' teaching behavior.