A Study On Preschool Teachers’ Picture Book Teaching Behavior Based On Social And Emotional Learning

In recent years,the professional development of teachers has become the main discourse of the educational horizon.Many countries around the world are increasingly concerned about the professional quality of teachers.Teachers’ teaching behavior is an important way to promote teachers’ professional development and also an important factor affecting the quality of children’s learning.However,in the current picture book teaching activities,there are still some problems in the teaching behavior of kindergarten teachers,such as the disconnection between teacher’s educational concept and teaching behavior,improper guidance and questioning methods in activities,etc.Therefore,appropriate teaching behavior can not only improve the quality of teacher-child interaction,but also effectively promote the professional development of teachers.Social and emotional learning has become the focus of attention in countries all over the world in recent years,the cultivation of emotional ability is an important content of the course,picture book teaching is one of the ways to carry out the course.The activity emphasizes child-centered,paying attention to children’s life experience and emotional experience in the activity.This provides important theoretical support for re-examining the teaching behavior of teachers,and clarifying the role of teachers in activities can help improve the teaching behavior of teachers.Therefore,based on the perspective of social and emotional learning,this research explores the improvement of teachers’ teaching behavior in picture book teaching activities.This research combined with the analysis framework of teacher teaching behavior in the "Kindergarten Education Quality Evaluation Manual" and the practical development of teaching activities of picture books,teaching behavior,guidance/requirement practice behavior,and evaluation/feedback behavior as the analysis framework,and uses observation method and interview method to conduct in-depth analysis of teacher teaching behavior,with a view to exploring teacher teaching in picture book teaching activities The status quo of behavior,and analyze its influencing factors,and combine relevant theories to deeply explore effective strategies to improve teachers’ teaching behavior.This research is mainly divided into six parts:The first part is the question.It mainly introduces the research background,research problems,research significance,literature review and core concept definition.Through the combing and analysis of social emotional learning,teaching behavior and kindergarten picture book teaching literature,it provides theoretical and empirical preparation for this research.The second part is research design.This part mainly discusses the determination of research methods,the selection of research objects,research tools and coding design,the sorting of research ideas and the ethics and reliability and validity of the research,and respectively analyze from the teacher’s teaching behavior,guiding/requiring practice behavior and evaluation/feedback behavior.The third part is theoretical exploration.Through the summary of social emotional learning and teaching,sort out and summarize the main characteristics of kindergarten teachers’ teaching behaviors from the perspective of social emotional learning.Socio-emotional learning teaching emphasizes children’s perspective and children’s participation,and teaching is based on children’s life experience.The teaching form is mainly activities.In teaching activities,emotional skills are developed through demonstration,coaching and providing practice opportunities,and children are guided to participate in the experience and create a positive atmosphere for activities.The fourth part is the status quo analysis.Combined with video observation and coding,the teacher’s teaching behavior,guiding/requiring practice behavior,and evaluation/feedback behavior are analyzed as a whole.On this basis,from the emotional recognition,emotional understanding,emotional expression and emotional regulation of the teacher’s teaching behavior were compared and analyzed.The fifth part is the analysis of problems and influencing factors.Through teaching activity cases,video observations and combined interviews,we deeply analyze the shortcomings of teachers’ teaching behaviors in picture book teaching activities,and conduct in-depth exploration of influencing factors from the levels of children,teachers,kindergartens,and emotional education.The sixth part is conclusions and recommendations.Through the analysis of the status quo of teachers’ teaching behavior in kindergarten picture book teaching activities,according to the existing problems,this research proposes effective strategies to improve teachers’ teaching behavior from the perspective of teachers,kindergartens,and parents.