Research On The Use Of Instructional Support Strategies For Novice And Expert Teachers In Kindergarten

Whole-group lessons occupy a large part of the time in daily activities of kindergartens,and this type of activity is also one of the most frequently carried out forms of activities in kindergartens.Therefore,it is particularly important to improve the teaching quality of group teaching activities for the development of children.As a widely accepted and used teacher-child interaction quality assessment tool in many countries around the world,the Classroom Assessment Scoring System(CLASS)contains the field of "Instructional Support" that can evaluate the teaching quality of teachers.It is of great practical significance to study the teaching level and teaching characteristics of kindergarten teachers and find out the teaching problems of teachers in organizing collective teaching activities.Based on the above reasons,this study selected four novice teachers and four different kindergarten expert teachers as the research object,with the method of CLASS classroom observation and video recording,collecting eight teachers 40 period of 15 to 20 minutes of the whole-group lessons the videos,and text to collect video recording and coding,according to the dimension and index of CLASS Instructional Support field,the frequency of teachers' use of instructional support strategy is counted.Then the collected data were analyzed to obtain the overall situation of kindergarten teachers' use of instructional support strategies,and SPSS20.0 was used to compare and analyze the differences between novice and expert teachers' use of teaching support strategies.Finally,this study found that there is no significant difference in the use of teaching support strategies between novice and expert preschool teachers in group teaching activities,except for "Repetition and extension" and "Advanced language" under the dimension of "Language Modeling".Both novice teachers and expert teachers have a low level of teaching support,and both teachers ignore the development of children's creativity,the poor quality of feedback to children's answers,and the development of children's language expression ability.Next,the author explores the possible causes of these problems from two aspects of kindergarten and teachers themselves,and puts forward specific suggestions for teachers to effectively use teaching support strategies and improve the teaching level.