Research On The Problems And Countermeasures Of Kindergarten Teachers’ Views And Acts In Educational Of Emergent Writing

Emergent writing is that preschool children,before receiving formal education in writing,observe and pay attention to the text information in the surrounding environment,use pens or other writing substitutes,in the form of graffiti,drawing,symbols,etc.,never write to obtain The development process of initial writing skills.Emergent writing is an important reading experience that pre-school children must acquire,and it is also an important content in early reading education for pre-school children.The emergent writing view of kindergarten teachers directly affects their educational behavior,but the current kindergarten teachers’ understanding of emergent writing is still insufficient.This research selects 224 kindergarten teachers from 13 different areas and different types of kindergartens in L city as the research objects,and uses questionnaire survey,observation and interview methods to explore the problems existing in kindergarten teachers’ emergent writing views and educational behaviors.The study found that kindergarten teachers’ view of emergent writing and their educational behaviors have the following problems: kindergarten teachers’ understanding of the connotation of emergent writing is uneven;some kindergarten teachers’ understanding of the value of emergent writing is not clear enough;a small number of kindergarten teachers’ understanding of emergent writing goals The understanding is not clear enough;some kindergarten teachers have a vague understanding of the emergent writing guidance method;the emergent writing concept of urban and rural kindergarten teachers has significant differences in emergent writing connotation and emergent writing value dimensions,and the emergent writing concept of public and private kindergarten teachers is first writing There are significant differences in connotation and emergent writing guidance methods.The guidance of kindergarten teachers emphasizes collective teaching and neglects independent activities;emphasizes skill training and neglects interest development;emphasizes writing posture and ignores the characteristics of Chinese character writing;emphasizes writing quality and ignores the characteristics of children’s "drawing and painting";insufficient observation and guidance of children’s writing gestures.Based on the above research results,combined with related factors such as kindergarten teachers’ understanding of emergent writing education,emergent writing guidance,parent education concepts,urban and rural kindergarten education resources,and kindergarten teachers’ own experience,explore the reasons that affect kindergarten teachers’ emergent writing views and educational behaviors.On this basis,the following suggestions for improvement are put forward: First,strengthen pre-service and post-employment education to help teachers form a correct emergent writing concept;Second,strengthen theoretical-based reflection to promote the transformation of teachers from concept to behavior;Third,deepen the experience of “emergent writing” activities,and update teachers and parents’ emergent writing concepts;Fourth,urban and rural pairing assistance,urge rural teachers to change their concepts and improve behavior;Fifth,strengthen teachers’ emergent writing awareness and improve emergent writing through multiple channels Educational ability.