Research On The Observation Behavior Of Kindergarten Teachers In Regional Games

Observation is of self-evident importance to the development of children,teachers and curricula.The observation behavior of preschool teachers is the external embodiment of their educational philosophy and professional accomplishment,which affects the quality of children’s play and education.In this study,30 teachers from 5 kindergartens in city N were investigated by observing and interviewing.The results showed that:1.Teachers’ observation behavior mainly includes explicit perception behavior,implicit analysis behavior and subsequent intervention behavior.There is a logical relationship between them,and the former affects the latter.2.Explicit perceptual behavior includes three categories:hurried and cursory observation,fixed-point gaze and cyclic scanning and gaze.Questioning is often used as an assistant means of explicit perception.In terms of the amount and authenticity of information that can be obtained,"fixed-point gaze" is better than "multiple repeated scanning" and "hurried and cursory observation".Generally speaking,preschool teachers generally take a short time to "fixed-point gaze" in the game,and hurried and cursory observation is in the majority before initiative intervention in the game.3.This study uses Tolman’s theory of intermediate variables to explain teachers’implicit analysis behavior.From the perspective of cognitive variables,implicit analysis behavior can be divided into comparison,prediction,matching and judgment,among which contrastive behavior appears most frequently,but at a lower level.In terms of objective variables,half of contrastive behavior,twenty percent of predictive behavior,all matching behavior and thirty percent of judging behavior tend to be children.4.Follow-up interventions include dictatorship,substitution,pedagogical and heuristic behaviors,of which the most frequently used is "making suggestions" in pedagogical behavior.Among the 30 teachers,the dictator and the instructor are comparable and the most.5.This study uses Lewin’s theory of psychological environment to explain the factors affecting teachers’ observational behavior,which are quasi-physical facts,i.e.the number and division of observers;quasi-social facts,i.e.teachers’ belief in the necessity of observation,traditional views on children and education;quasi-conceptual facts,i.e.teachers’ misunderstanding of the nature of observation and insufficiency of subject teaching knowledge.Based on the research,there are some suggestions.Teachers can make proper observation plans,divide work and observe at fixed points,make up for the integration of theory and horizon,believe in children’s ability and attach importance to process experience.Kindergartens need to ensure the number of observers,provide the object of imitative learning,and establish a network discussion platform.In pre-service education,observation courses should be set up separately,and the course content and assessment should be combined with observation method and theoretical analysis.Students should practice observation and guidance in class and in practice.