| The creation of the kindergarten class theme wall is a very important part of the kindergarten,whether for children,parents,teachers or kindergartens,it is of great significance and value.Therefore,preschool educators are thinking about how to play the maximum value of the theme wall.More and more people begin to pay attention to children’s cognition and understanding of their own world.People have realized that children are the masters of the environment,and the concept of child perspectives has received great attention at home and abroad.There is a great difference between the perspective of teachers and that of children.Researchers believe that if we want to maximize the value of the theme wall,teachers should have the child perspectives and create the theme wall based on the child perspectives.Teachers have child perspectives means that teachers pay close attention to children’s thoughts and thoughts.Through more listening,observation and communication,and constantly close to children’s world,they can understand what kind of theme wall children are interested in,and put children’s position in the first place,so as to play the greatest function of the theme wall.In this study,observation method,interview method and content analysis method are used to study the class theme wall,32 children and two teachers of a large class in a kindergarten in Chongqing.This research adopts the mixed research method of observation,interview and content analysis,through the observation and interview of teachers’ language and behavior performance and children ’s feedback in the creation of theme wall,and combined with the analysis of wall content,from the creation process of theme wall,content of theme wall,presentation form and utilization of four dimensions,discusses the children in the creation of teacher theme wall The current situation and influencing factors of perspective provide some suggestions for teachers to create the theme wall based on child perspectives,so as to help teachers to maximize the value of the theme wall.The results show that,on the one hand,teachers have many performances in line with child perspectives under these four dimensions,such as the content of the theme wall in line with child perspectives level,closely connected with children’s life,and children’s satisfaction with the theme wall is higher.On the other hand,there are also some performances that do not conform to child perspectives,such as children’s low participation in the whole process of creating the theme wall,ignoring children’s feelings in order to complete the task of creating the theme wall,and the use of the theme wall is not optimistic.Factors affecting whether teachers create a theme wall based on child perspectives mainly come from teachers themselves,young children,parents of children,kindergartens and other classes.Among them,teachers’ own factors include the knowledge and understanding of children,the knowledge of theme wall,work pressure,self-improvement awareness and self reflection awareness;the influencing factors from children include children’s ability and children’s feedback;the factors from kindergarten mainly include the requirements of kindergarten for the creation of theme wall,the evaluation of kindergarten leaders for the creation effect of theme wall and kindergarten Regular teaching and research activities,The factors from parents are mainly the needs of parents;the factors from other classes are mainly the communication between classes.According to the research results,the following suggestions are put forward for teachers: 1.To implement the correct view of children in accordance with knowledge and Practice;2.Constructing the vision of teachers and children of "interactive blending";3.To grasp the primary position of children’s position in the creation of the theme wall;4.To play children’s subjectivity in the creation of the theme wall;5.To form a "dialogic" theme wall environment. |
