The Study Of Preschool Teachers’response Behavior In The Collective Activities

Kindergarten collective education activities are not only an important way for children to gain knowledge and experience,but also an effective way for children’s overall development.The effectiveness of reasoning and answering behavior directly affects the deep development of children’s thinking and the establishment of self-identity.Compared with small class and middle class,children in large class have a great leap in fluency of language expression and complexity of thinking,which requires kindergarten teachers in large class to closely monitor their own reasoning and answering behaviors in collective education activities and conduct efficient reasoning and answering.But there are many problems in general.Therefore,it is an important way to promote the overall development of preschool teachers in large classes and the main way to improve their professional development.This study uses the methods of literature research,observation and interview.On the basis of research results of various experts and scholars,this study organizes and analyzes the observation of the real situation and the interviews of preschool teachers in large classes,and finally discusses the current situation,existing problems and reasons,and improvement strategies of preschool teachers in collective education activities in large classes.The study consists of six parts: the first part is the introduction;The second part is the research design.The third part is the present situation and analysis of preschool teachers’ behavior in group education activities.The fourth part is the problems and reasons of preschool teachers’ response behavior in group education activities.The fifth part is the improvement strategy of preschool teachers’ response behavior in the collective education activities.The sixth part is the conclusion and reflection.It is found that the problems existing in the process of organizing collective education activities by preschool teachers in large classes mainly include: the total number of answers is large,but the distribution of different types is large;Answer quality is low;Attach importance to the achievement of preset goals and neglect the cultivation of learning quality;Answer object choice is unfair,unreasonable.In order to improve this situation,this study proposes improvement strategies from the following two aspects: first,Kindergarten should strengthen the relevant guidance.Carry out kindergarten-based training and teaching and research activities to improve the level of answering;Improve the evaluation and supervisionmechanism and implement the response effect;second,Preschool teachers should attach importance to personal improvement.Change the concept of education and strengthen the consciousness of answer;Attach importance to knowledge reserve and practice lifelong learning;To make good use of the presupposition of rational answer and the wisdom of education;Pay attention to teaching reflection,improve the behavior of answer.