Teacher Support Study On Deep Learning For Young Children In Regional Activities

Learning ability is an important ability for human survival.Having deep learning ability is a new requirement talent training in today’s society.At present,deep learning has been widely concerned by all countries.In the field of preschool education,children’s deep learning has also become an important issue in preschool education research.As a learning activity in the process of integrating new and old experiences,we can actively criticize and construct knowledge understanding,and transfer existing knowledge to new situations,thus promoting the development of higher order thinking and solving practical problems.Scholars have studied the deep learning of young children in regional games,regional activities,structural games and building block games.Children’s deep learning not only needs children’s active participation,but also needs teachers’ help and encouragement.This study starts with the theoretical analysis of teacher support for children’s deep learning in regional activities,by investigating the current situation of teacher support for deep learning in children in regional activities,and analyzing and studying the related problems of teacher support for deep learning in children in regional activities,in order to provide reference suggestions for teachers’ support for children’s deep learning in regional activities,in order to promote the development of children’s deep learning in regional activities.In the theoretical part,this study defines the relevant core concepts,and analyzes the characteristics of regional activities,children’s deep learning,and children’s deep learning in regional activities,from focusing on stimulating the initiative of deep learning in children’s regional activities,encouraging children to understand,criticize and construct knowledge,and guiding children to learn the transfer and application of knowledge,Four aspects of training children’s higher-order cognitive ability are analyzed and explained.In the practice section,this study uses observation,interview and case analysis,through a forty-day observation and an interview with 12 teachers in the regional activities of two classes of small,medium and large class model kindergartens in Yulin City,Guangxi Zhuang Autonomous region.It is known that the positive aspects of teachers’ support for children’s deep learning in regional activities are:Pay attention to the stimulation of children’s deep learning interest in regional activities;Focus on guiding children to find new and old knowledge;Support the independent voice of young children;Pay attention to cultivate children’s cooperative inquiry ability;Pay attention to cultivate children’s innovative ability.The problems of teacher support for children’s deep learning in regional activities include:Less thinking about the formation of children’s deep learning theme in regional activities;Not enough attention is paid to children’s critical construction of knowledge;The lack of guidance on the transfer and application of children’s knowledge;Lack of guidance for young children to discover and analyze regional activities.This study analyzes the influencing factors from three aspects: the importance of children’s deep learning in regional activities,the knowledge and ability of children’s deep learning in teachers’ regional activities,and the guarantee conditions of children’s deep learning teacher support in regional activities.Based on this,this study puts forward four suggestions to optimize the teacher support of children’s deep learning in regional activities:First,raise the awareness of children’s deep learning in regional activities;Second,enrich the relevant knowledge of children’s deep learning in teachers’ regional activities;Third: improve teachers’ ability to carry out deep learning in regional activities;Fourth,improve the regional activities of children in-depth learning teacher support security conditions.