The Study Of Teacher Observation Records In Children's Scientific Inquiry Activities

With the deepening of educational reform and the re-examination of preschool education,the occupation of kindergarten teachers is becoming more and more irreplaceable,and the professional development of kindergarten teachers has become an inevitable requirement for adapting to modern education.Nowadays,scientific inquiry activities in kindergartens have been attached great importance to by preschool education workers.Scientific inquiry exists in various fields and has great randomness and contingency,which largely promotes the development of children’s scientific quality.In addition,observation and record have become the collective appeal of preschool education workers.Observation and record are the necessary preconditions for preschool teachers to carry out appropriate education activities and individualized education guidance,and also an important embodiment of the practice of "guide for learning and development of children aged 3-6"(hereinafter referred to as "guide").However,preschool teachers have a low awareness of observation and record in scientific activities,and they are confused about the development of observation and record.For example,the definition of scientific inquiry activities by preschool teachers is not clear,and the combination of theory and practice of observation and record is disjointed,which results in a certain degree of influence on the effect of scientific education for preschool children.In addition,preschool teachers’ low level of scientific literacy,improper observation and guidance of children,also easily hinder children’s scientific in-depth exploration.Therefore,based on the above background,the study focuses on the application of teacher observation records in scientific inquiry activities of children.Firstly,starting with the status quo of observation records of preschool teachers,this paper summarizes the relevant problems existing in the observation records of preschool teachers in scientific inquiry activities.Then,the paper analyzes the reasons why it is difficult for teachers to improve their observation and record ability in scientific inquiry activities.Finally,put forward the effective strategy to promote the early childhood teacher observation record.The framework of the study mainly includes the following four parts:Introduction: this paper elaborates on the reasons for the topic selection,conducts a detailed literature review on relevant researches such as scientific inquiry activities and observation records of preschool teachers,and specifies the research purpose,significance,ideas,methods and innovation points of the research.Chapter one: overview of scientific inquiry activities and observation records of preschool teachers.It includes the concept of scientific inquiry activities and teachers’ observation records,the analysis of characteristics of scientific inquiry activities and the value analysis of teachers’ observation records in scientific inquiry activities.Chapter two: problems and causes analysis of teachers’ observations and records in children’s scientific inquiry activities.The problems mainly include the lack of professionalism in the teacher’s observation,the fact that the teacher’s record cannot truly reproduce the exploration of children,the formalization of the content of the teacher’s record,and the lack of the use of the teacher’s observation record.Then,based on the analysis of the problems,this paper discusses the reasons that hinder the observation and recording of preschool teachers from the perspectives of preschool teachers and kindergartens.The reasons of preschool teachers themselves are reflected in the following three aspects: the weak concept of teachers’ observation and record,the insufficient experience of teachers’ observation and record and the need to improve their scientific literacy.In addition,from the perspective of kindergarten,the degree of support also affects the level of teachers’ observation records.Chapter three: put forward effective strategies to promote teachers’ observation and record in scientific inquiry activities.They are: to reshape the concept of teacher observation records,create a supportive environment conducive to teacher observation records,improve the enthusiasm of teacher observation records and enhance the practical ability of teacher observation records through various ways,and promote the development of teacher observation and record ability in scientific inquiry activities.