A Study On Teacher’s Response Language In The Sharing Of Kindergarten’s Independent Games

The sharing part of independent games is a collective activity link in which teachers and children communicate and share their game experience together after the independent game.In this part,teachers use response language to guide children to organize scattered game experience,actively think about the ideas of problem solving,fearlessly imagine new directions for game development,and deeply feel the fun of game activities,so as to promote the development of children’s thinking ability,Learning quality,language ability,social skills and so on.Therefore,the sharing of independent games plays an important role in independent games activities,and teachers’ response language is a key factor to promote the value realization of independent games sharing.Based on 36 activity records of independent game sharing,this study uses observation method,case analysis method and interview method to code teachers’ response language and children’s subsequent sharing behavior.Then,the teachers’ overall response language,the teachers’ response language in different age classes and the same age classes with different educational background and teaching age were described and analyzed respectively.In order to deeply study the relationship between teachers’ response language and children’s sharing behavior,the lag sequence analysis method was used to analyze all the behavior sequences of teachers’ response language and children’s sharing behavior as well as the behavior sequences of different age classes.According to the Current situation description and analysis results,combining with field observation,video shooting content and teacher interview results,this paper sorts out and analyzes the problems and attributions of teachers’ response language in the sharing part of kindergarten’ s independent games.It is found that the teachers’ response language in the sharing part of independent games has the following problems: Teachers have too many restatement responses,blocking children’s sharing behavior;Teachers have high degree of comment and directive response control,restraining children’s thinking;Teachers’ closed questions are more than open questions,and experience sharing is left at the surface;Teachers’ response language ignores age class differences.The reasons for the problems include the following four aspects: Teachers’ insufficient attention to the sharing part of independent games;The teachers’ understanding of the response language in the sharing part of independent games is not comprehensive;The restriction of independent games’ sharing;lacking of teaching and research activities for teachers’ response language in the independent games’ sharing part.Based on the research results,combining with problems and the analysis of causes,the following suggestions are put forward for front-line teachers and kindergarten administrators: to deepen teachers’ understanding of the response language of the sharing part of independent games;to improve the teachers’ use of response language in the independent games’ sharing part;to enrich the development form of the sharing part of independent games and realize the penetration of field experiences;to strengthen the training of teachers’ response language in the independent games’ sharing part.