A Comparative Study On The Lead-in Of Collective Language Teaching Activities Between Novice Teachers And Proficient Teachers In Kindergartens

Today,with the view of lifelong development of teachers,teachers need to continuously reflect in the practice of education and teaching in order to improve their professional ability.The Lead-in is the beginning of the collective teaching activity,and it plays an indispensable role in stimulating children's interest and guiding them into activities.What is the current status of the novice teachers and proficient teachers in the Lead-in of collective language activities? Are there differences in quality? Are there different characteristics of different types of teachers' perceptions of the Lead-in process? This research focuses on this series of issues and goes into in-depth discussion.In this study,72 teachers were selected from 12 kindergartens in H city as observation objects,and 44 teachers were selected as interview objects.For observation,the self-edited "Quality Evaluation Scale for the Lead-in of Kindergarten Language Collective Teaching Activities" was used as an observation tool,and the average score was used for the two-person score.The data was statistically processed using the SPSS21.0 quantitative analysis software.The interview adopts the self-edited "Kindergarten Teachers' Lead-in Concepts of Language Group Teaching" as the outline of the interview,using the method of taking root in the theory,and using Nvivo software to build a free node table.Based on this,the characteristics and current situation of novice teachers and experienced teachers in the Lead-in of collective language teaching activities are analyzed from a practical and conceptual perspective.From the observation results: 1.Novice teachers and proficient teachers can basically set up the Lead-in in the collective language teaching activities,and can complete the Lead-in within a reasonable time.2.From the perspective of the use of Lead-in methods,proficient teachers use more diversified and scattered than novice teachers.3.The overall quality of proficient teachers in the Lead-in of the collective language teaching activities in kindergartens is better than that of novice teachers,but there is still a large gap from the excellent level.From the results of the interviews: 1.Novice teachers and proficient teachers pay special attention to children's subjective status when designing and implementing the Lead-in,but ignore the teacher's dominance in educational activities.2.Novice teachers and proficient teachers have insufficient knowledge of the Lead-in method.3.Novice teachers and proficient teachers have a deep understanding of the role and function of the Lead-in,but there is a phenomenon of insufficient attention to the Lead-in.Based on this,the author analyzes and discusses the reasons for the general effect of the novice teachers and proficient teachers in the Lead-in process from the three aspects of the teacher's education awareness,teacher field teaching knowledge,and teachers' teaching reflection.At the same time,The author also put forward specific suggestions: improve the education awareness of the Lead-in,deepen the study of the Lead-in of teaching knowledge,and establish the overall teaching view of the Lead-in,so as to break the bottleneck of the current lead-in link.