| As one of the important organizational forms of kindergarten education and teaching,collective teaching activities play an irreplaceable role in the development of young children,and because of the internal structure of collective teaching activities and the characteristics of children's physical and mental development,carrying out high-quality collective teaching activities can not be separated from the support of preschool teachers.But the current situation of teacher support is not optimistic,lack,excessive and improper support occurs from time to time.In recent years,with the deepening of the study of learning community theory,its concept provides theoretical support for improving the effectiveness of teacher support in kindergarten collective teaching activities.Therefore,the main purpose of this study is to explain young children based on the theory of learning community Based on the classroom evaluation and scoring system of CLASS assessment,this paper analyzes the present situation,problems and causes of teacher support in collective teaching activities,and puts forward some strategies to improve the effectiveness of teacher support.Specifically,this paper is carried out from the following parts:The first part: Introduction.Firstly,we discuss the reason of selecting the topic,that is,the important value of teacher support in collective teaching activities,the current situation of teacher support and the value of learning community theory.Secondly,the core concepts of this study are defined,and the writing of literature review is completed by collecting,collating and analyzing relevant literature materials.Finally,the significance,ideas and methods of this research are discussed.The second part: The pursuit of teacher support in kindergarten group teaching activities.First of all,the rationality of teacher support in kindergarten collective teaching activities is analyzed from theory and practice.Secondly,the function of teacher support in kindergarten collective teaching activities is analyzed.Finally,this paper analyzes theeffectiveness of teacher support in kindergarten collective teaching activities,and puts forward the effectiveness index and performance of preschool teacher support.The third part: A Real Perspective of Teacher Support in Kindergarten Group Teaching Activities.This chapter uses the CLASS(Classroom Assessment Scoring System)classroom assessment and scoring system to study 18 collective teaching activities in 6kindergartens,and analyzes with SPSS26.0 software.It is concluded that the teacher support in kindergarten collective teaching activities is at a medium level,and there are significant correlations between the three major areas of teacher support and the ten dimensions.The forth part: Problems and attribution analysis of teacher support in kindergarten group teaching activities.Combined with empirical research and case studies,this chapter analyzes the problems existing in teachers' support,and concludes that preschool teachers neglect the child's subjectivity in emotional support,have one-sidedness in activity organization,lack of scientific teaching support,and analyze the causes of problems from three aspects: teachers,children and kindergartens.The fifth part: Strategies to enhance the effectiveness of teacher support in kin-dergarten collective teaching based on the concept of learning community.Based o n the theory of learning community,this chapter puts forward strategies to improve the effectiveness of teacher support from three levels: changing the concept of tea cher support,optimizing teacher support strategy and perfecting kindergarten suppor t mechanism,so as to promote the smooth development of collective teaching activ ities and realize the common development of teachers and young children. |
