Research On The Cuttent Situation And Promotion Strategy Of Teacher’s Feedback Quality In Kindergarten Collective Teaching Activities

In November 2018,the "Several Opinions of the Central Committee of the Communist Party of China and the State Council on the Deepening Reform and Standard Development of Preschool Education" further clarified the direction and major measures of the reform and development of preschool education and strengthened the requirements for improving the quality of preschool education.The "Guiding Outline for Kindergarten Education(Trial)" clearly states that kindergarten teachers should pay attention to children’s performance in activities in a timely manner,and respond in a timely and appropriate manner to form an exploratory interaction.As one of the process indicators to evaluate the quality of preschool education,the quality of teacher-child interaction has gradually become a hot spot in preschool education research in recent years.Studies have shown that the quality of teacher feedback in teacher-child interaction plays an important role in promoting the smooth development of educational activities and promoting children’s higher-order thinking.Teacher’s constructive feedback is essential to encourage children’s real classroom participation and is related to children’s autonomy,Ability and learning motivation are positively correlated.Starting from the collective teaching activities,this study adopts the methods of classroom observation and video to select a total of 18 teachers in large,middle and small classes in 6kindergartens,and 36 videos of collective teaching activities.Focusing on the quality of teacher feedback in collective teaching activities,starting from the feedback quality indicators defined by the Classroom Assessment Scoring System(CLASS),combining with Bloom’s cognitive target classification,in-depth and detailed analysis of the quality of teacher feedback,and the effect of teacher feedback on different variables difference.Clarify teachers’ feedback on quality problems in collective teaching activities,analyze the causes of their problems,and give corresponding improvement strategies to provide reference for better promoting the quality of kindergarten teacher-child interaction and teacher professional development.The thesis shows that the quality of teacher feedback in kindergarten collective teaching activities has the following problems: teachers provide insufficient support and lack of effective information when giving feedback;encourage and praise models;provide little extended information;lack flexibility;ignore children’s thinking process;improve There are too few questions about sex,etc.Combined with case analysis and interviews,the research analyzed the reasons for the problems,and the improvement measures were given from the education authorities,kindergartens and teachers.Educational authorities should strengthen the development and implementation of teacher feedback quality training courses;build a scientific and effective process evaluation system that focuses on the quality of teacher-child interaction.Kindergartens should improve the management system,establish a learning community,strengthen the training of teachers’ feedback quality in collective teaching activities;establish an incentive mechanism,and improve teacher evaluation methods and assessment content.Teachers should pay attention to providing effective information and support;feedback should be specific and detailed and targeted;increase follow-up questions to improve inquiry;provide multi-angle encouragement and praise,and enhance their professional knowledge and humanistic quality.