The Study On Teachers’ Guiding Strategies For Children’s Records In The Scientific Exploration Activities

In this study,9 teachers from 3 kindergartens in Chengdu,featuring scientific exploration activities,were selected as the research objects by purpose sampling.In this study,a total of 231 cases of behavior events recorded by teachers instructing children in scientific exploration activities were collected by using the natural observation method.At the same time,the semi-structured interview method was used to interview 9 teachers for their guidance behavior.The research conclusions are as follows:First,the teacher’s guidance strategy for children’s recording in scientific exploration activities is as follows: First,the teacher’s guidance strategy in different time periods of children’s recording activities,including the preparatory stage of children’s recording activities,is to create a recording environment,prepare recording tools,provide recording time;teachers’ guidance strategies during children’s recording activities,including the use of language,pictures,and videos to help children create recording situations,guide children to observe and understand recording tables,and explain recording requirements;The teacher’s guidance strategy for the work sharing stage includes setting up a stage for children to share recorded works and using live reproduction to trigger discussion among children.Secondly,teachers’ guidance strategies in different situations of children’s recording activities include using additional materials,encouraging language and reminder language when children can not record and do not understand the record,more use of increased materials,encouraging language and reminder language;when children have problems in group recording,Teachers often use the method of adjusting group members and direct suggestions;when children are outside of the recording activity,the teacher often uses the cold treatment method.Secondly,the similarities and differences of the strategies used by teachers to guide children in the middle and large classes in scientific inquiry activities mainly include:When guiding children in the middle and large classes to record,teachers will pay attention to the continuous development of children’s recording experience,require children to record truthfully,requirements children with the problem record;There are differences in the selection of children’s recording methods,the organization of recording activities and the focus of teacher guidance when teachers guide children in the middle class and the children in the large class.Third,the formation factors of teacher guidance strategies recorded by children in scientific inquiry activities are: the impact of kindergarten curriculum reform;teachers recognize the importance of children’s recording;teachers believe in children’s recording ability;accumulating and enhancing teacher s’ teaching experience;"One lesson more research" teaching research activities support.Fourth,the current problems of teachers’ guidance strategies for children’s recording in scientific exploration activities are mainly manifested in the following:teachers’ guidance strategies lack guidance and does not encourage children to think deeply;teachers pay insufficient attention to the emotional experience recorded by young children;focus on sharing the results of the recording and neglect the discussion of the results.The reason for the problems in teacher guidance strategies is that teachers do not know enough about children,which leads to the lack of guidance in the use of strategies;the influence of traditional scientific education views makes teachers neglect children’s recording experience;recording meets the needs of parents;teachers’ ability to interpret children’s recording experience is Insufficient.Fifth,based on the above problems,the following suggestions are made:teachers’ guidance strategies should further increase children’s participation in recording activities;pay attention to children’s thinking in recording activities;help children obtain a pleasant recording experience;teachers give children the right to refuse to participate in recording activities;teachers interpret children’s activities in a timely manner record works.