Research On The Status Quo Of Teachers' Comments On Collective Teaching Activities In Middle Classes

As an important part of teaching activities,teacher's comments are not only conducive to teachers' understanding of children's learning in the process of teaching activities,finding out problems in children's activities according to circumstances,commenting on children's specific behaviors in activities,providing basis for the adjustment of teaching activities,and playing a role of connecting the past and the future;and comments are for teachers and children to jointly discuss and solve problems in activities The questions provide space for children to exchange and share experience and express boldly,which can enhance children's enthusiasm to participate in collective teaching activities.In this study,9 teachers and 75 children from three middle classes in Public kindergarten in Shenyang city were selected as research objects,and the status quo of teachers' comments on middle class collective teaching activities in a kindergarten was investigated and studied by means of observation and interview.By combing the existing research results and combining with practice,the researcher will analyze the teacher evaluation from five dimensions: evaluation time,evaluation method,evaluation content,evaluation strategy and evaluation function.Through investigation and research,this paper reveals the status quo of teachers' comments on collective teaching activities in middle class,probes into the existing problems and reasons of teachers' comments on collective teaching activities in middle class,and puts forward corresponding suggestions accordingly.Research finding,the current situation of teachers' comments on middle class collective teaching activities is that the time of teachers' comments is not fixed and the time is generally short.Teacher-led of children-led in the way of teacher evaluation;In terms of the content of teachers' comments,they should make comments on children's behavior,knowledge and skills,emotional experience,social development,and thinking consolidation.In terms of teachers' evaluation strategy,the display evaluation strategy is the most commonly used,the communicative evaluation strategy is more widely used,the problem-guided evaluation strategy is less used,and the extended evaluation strategy is the least applicable.In terms of the function of teachers' comments,the functions of helping children to comb and shareexperience is prominent,the function of improving children's problem solving is broad,and the emotional function of children's expressing activities is weak.According to the observation of the status quo and the analysis of the results of the interviews with teachers,it is found that the problems of teachers' comments on collective teaching activities in middle class are as follows:the time of comment is not timely and too short;the content of comment is empty and results are emphasized;the use of comment strategy emphasizes "form" rather than "meaning".There are two main reasons for the above problems:first,the kindergarten does not pay enough attention to the teacher's comment itself,and the discussion on the comment in the course deliberation is just a formality;second,the kindergarten teachers' positioning of the comment role is not accurate,the observation of the comment premise is not in place,and the rhythm of the comment link is not well grasped.Finally,based on the analysis of the reasons,the researches put forward suggestions for kindergarten and kindergarten teachers.Kindergartens should play a leading role in emphasizing the value of teacher evaluation,mainly from both sides :three dimensional support,attach importance to teachers' comments and deliberation,and promote teachers' comments;Kindergarten teachers should improve the quality of evaluation,mainly from three aspects: determine the positioning,establish the correct concept of comment;observation in place,independent learning of comment skills;grasp the rhythm,improve the practical ability of comment.