Research On The Status Quo Of Small Class Teachers Using Experiential Teaching

With the increasing reform of basic education,pre-school education is also evolving.In recent years,as the preschool education community has increasingly focused on the subjective status of young children,it has strongly advocated the need to follow the educational principle of “being child-oriented”,and the concept of experiential teaching has gradually been concerned by educators.Infant experiential teaching should be based on the teaching goal of openness and generative,choosing the teaching content that combines development suitability,life,conformity and preset generation,adopts the form of situational,child autonomy and cooperation in the teaching organization,and evaluates the young children by the way of the pluralistic evaluation.The value of infant experiential teaching is to create a relaxed and enjoyable learning atmosphere for young children,which will not only enhance the interaction and cooperation among peers,but also promote the development of cognitive structure and autonomy of young children.However,although early childhood teachers are beginning to pay attention to the child's experience in personal practice,they have had little success in the actual teaching process.For this reason,it is particularly important to explore the subject of teaching,that is,the status of preschool teachers' application of experiential teaching.This study takes nine teachers engaged in small class teaching activities in S public kindergartens in Dalian as research subjects.Through the interviews with small class teachers,combined with the case of teaching activities observed by the author during the kindergarten field study,the characteristics of the child experience-based teaching were the basis for judging and the application of these two dimensions of the small class teachers to the small class teachers.The status quo of experiential teaching is analyzed,problems found in its application are found,and corresponding educational suggestions are given,so as to provide reference for other preschool teachers to use experiential teaching.This case study shows that the use of experiential teaching by small class teachers has made some progress,but the effectiveness of the education is still open to question.To this end,this study explores the current status of small class teachers' application experiential teaching from two aspects of advantages and problems.The advantages lie in:(1)having a preliminary understanding of experiential teaching;(2)teaching activities designed to focus on “experience”,mainly expressed as follows: the formulation of teaching objectives focuses on openness and generative;the selection of teaching content facilitates the integration of young children ” "Experience";the choice of teaching materials is easy for children to experience.The existing problems mainly include:(1)The understanding of experiential teaching is not comprehensive enough.(2)The effective organization of experiential teaching is still insufficient.The main manifestations are: the process of experiential teaching is not reasonable;teaching methods are biased towards the traditional The teaching evaluation tends to be monotonous.(3)It is still difficult to fully deepen the application of experiential teaching.To solve the problems existing in the current application,the following suggestions are proposed:(1)Teachers in small classes should improve their overall quality,and they need to make efforts in two aspects: to strengthen the construction of theoretical knowledge,lay a solid foundation for a comprehensive understanding of experiential teaching,and to improve the teaching organization ability.Effective application of experiential teaching(2)Kindergartens should fully support the application of experiential teaching and need to make efforts from two aspects: provide training and learning opportunities for experiential teaching;support small class teachers in application-experiencing teaching through various means(3)Homeland education.