Research On The Problems And Strategies Of The Application Of Learning Story In Senior Class Construction Games

With its unique view on children,learning stories from New Zealand have attracted many kindergartens at home and abroad for reference and learning.As a narrative formative evaluation system,learning story is an evaluation mechanism that uses stories to record and takes multiple subjects as the evaluation model.Engel once said: "A good story can give us insight into every aspect of a child’s learning process." Learning stories is just such a way to gain insight into a child’s learning process.In the process of localization of learning stories,more and more preschool educators begin to explore learning stories.On the one hand,they devote themselves to the study of theoretical models,and on the other hand,they actively apply learning stories to the experiment of kindergarten teaching reform.At present,there have been a lot of studies on learning stories at home and abroad,but in China,the research on learning stories mainly focuses on group teaching activities,regional activities,independent games,etc.,and the application research on game learning stories constructed by senior classes is still relatively lacking.Therefore,this study focuses on children in senior classes,analyzes the problems existing in teachers’ writing and using learning stories in construction games,and puts forward corresponding improvement strategies,so as to improve teachers’ observation and analysis ability in construction games and improve children’s level of construction games.The main contents of this study are as follows:Introduction: The introduction consists of six parts: The first part explains the reason of the topic;The second part is literature review,reading and sorting out the existing research on "learning stories" and "kindergarten construction games" at home and abroad.The third part explains the purpose and content of the research.The fourth part explains the theoretical and practical significance of this research.The fifth part explains the research methods adopted in this research.In the sixth part,the innovation of this research is briefly explained.Chapter 1: The relevant concepts of learning stories and kindergarten construction games are defined.On the one hand,the connotation,structural elements and key characteristics of learning stories are elaborated.On the other hand,the connotation and value of the kindergarten construction game and the key characteristics of the senior class construction game are systematically discussed and explained.Chapter 2: mainly through the analysis of large collection construction in the game story case study interviews and related data,in jinan A,B,C three several large of kindergarten teachers as the object of interview,and collect its story written by qualitatively study cases,then analysis to find out the current learning problems in the construction of large game using the story.Chapter 3: Attrition of the problems existing in the application of learning story in senior class construction games: First,there is a deviation between the understanding of learning story and construction games by senior class teachers;Secondly,the professional ability of the senior class teachers,such as the ability to observe children,the ability to analyze and interpret,and the ability to communicate and reflect need to be improved;Thirdly,the kindergarten has insufficient support for learning stories and constructing games.Finally,the low degree of participation and cooperation of parents is also an important reason why it is difficult to implement multiple evaluation in the construction of learning stories.Chapter 4: mainly expounds how to use learning stories in senior class construction games.By collecting,sorting out and analyzing relevant learning stories cases and interview data,the author analyzes the causes of the problems found out,and finally puts forward specific and feasible strategies and suggestions.First of all,senior class teachers should correctly understand the construction of games and learn stories;Secondly,the teachers should improve the "attention","recognition" and "response" in the construction game.Finally,kindergartens should strengthen the support for learning stories and constructing games,and further improve the application quality of learning stories in constructing games in senior classes by establishing rules and regulations,refining requirements and supporting material environment.