A Case Study On Teacher Guidance Strategies In Montessori Mathematics Regional Activities Of S Kindergarten In Kunming

The key to improving the quality of kindergarten regional activities lies in the effective guidance of teachers.In the Montessori area activities,the math area is an important part,and teachers' guidance to the math area is essential.This study focuses on Montessori mathematics regional activities and teacher guidance strategies.Taking the C mixed-age class of S kindergarten in Kunming as a case,a case study method,literature research,non-participatory observation method,and interview method are used to conduct research.Based on Rogers' s humanistic learning theory and Vygossky's recent development area as the theoretical basis,and using existing literature to classify teacher guidance strategies,explore the guidance strategies of C mixed-age class teachers for four aspects of teacher guidance tendency,guidance style,timing of intervention,and interactive rhythm.First of all,based on the observations of teachers and young children in the Montessori Mathematics area of C mixed-age class,the author makes a case record to summarize the current status of teacher guidance strategies and analyzes them.The study found that the teacher's guiding tendency in Montessori mathematics regional activities is mainly manifested in four aspects,that is,emphasizing rules and habits to cultivate children's learning quality;supporting peer cooperation,focusing on children's social interaction;focusing on the process of operation and development Children's knowledge and skills;create a relaxed environment to promote children's active development.In terms of guidance,the main choices are motion guidance,individual guidance,and indirect guidance.Language guidance,group guidance,and direct guidance are supplemented.At the time of intervention,the teacher's intervention at the beginning of the activity is represented by coordinating the number of workers and demonstration of the operation of teaching aids;the intervention at the operation stage is represented by clarifying the operation problems and resolving the operational differences;the intervention at the end of the activity is represented by sharing the exchange summary,put forward suggestions for improvement.In terms of the interactive rhythm,it is mainly reflected in thetwo-way interaction between teachers and children,and the overall rhythm is slow;when operating problems are found,patient guidance is explained;and "learning" is used to promote "teaching" and different plans are formulated.Secondly,based on the status summary and analysis,the three characteristics of teacher guidance strategies are extracted: moderate teacher guidance and autonomous operation by children;step-by-step guidance to achieve goals gradually;regional mutual penetration and promotion of experience transfer.Investigate and analyze the problems and reasons of the teacher guidance strategy of C mixed-age class,and summarize the problem as that the teacher's guidance is not timely,and the children are susceptible to environmental disturbances;the frequency of introduction and sharing is less frequent,and the evaluation is simple;there are problems with children's autonomous operation,and the teacher cannot discover in time.The reasons are summarized as teachers' heavy workload and urgent time;large numbers of children and large individual differences;more regions,teachers need to take into account different regions.Finally,from the three aspects of environment,materials and teachers,the teachers' strategies for Montessori mathematics regional activities are proposed.Teachers should use the environment as the basis to realize the education of children's all-round development;the materials as the center to expand the children's mathematics learning experience.;Teacher-led to provide appropriate education support,with a view to better guide children's learning in Montessori area activities.