A Case Study Of Teachers ’intervention Strategies In Large-class Children’s Reading Area Activities

Reading is an important symbol of the progress of human civilization,and also a necessary tool and way for human lifelong learning and development.The development of reading regional activities is of great significance to the development and growth of children’s individualized reading.At the same time,professional teacher intervention strategies can help children obtain systematic and scientific reading experience.However,there are some problems such as incomplete content of teacher guidance,simple method of teacher guidance and insufficient intervention of teacher guidance.Therefore,this study takes the reading area as the research field,the constructivist learning theory as the foundation,the B kindergarten as the research object,analyzes the present situation,the existing problems and the influencing factors of the teachers’ intervention strategies in the reading area activities of the B kindergarten,and finally puts forward reasonable suggestions to improve the effect of the teachers’ intervention strategies in the reading area activities,and to promote the development of individualized reading and the improvement of teachers’ guidance strategies.First of all,the study of reading regional activities in the teacher intervention strategy for rational analysis.On the one hand,this study analyzes the reading characteristics of large-class children and understands the level of reading development of large-class children.On the other hand,based on constructivism,this study explains the basic concepts of teachers’ effective intervention in reading area activities:careful observation,timing and measure of intervention,setting up correct ideas,showing children’s main position,paying attention to children’s differences,intervening in reading area activities,running through the main line of integration,concluding activities,paying attention to all-round development,carrying out diversified reading evaluation,and providing theoretical support and basis for research.Secondly,this study used literature method,observation method,interview method and physical analysis method to investigate and study the reading area activities of children in B kindergarten.The research mainly describes the teacher’s intervention strategy from the reading area activity plan strategy,the reading area activity development strategy,the reading area activity extension strategy,the reading area activity review and the appraisal strategy,in the plan strategy,through the teacher to the plan organization form and the intervention way,in the development strategy respectively from the determination intervention necessity,the determination intervention time,the determination intervention way three aspects has combed the teacher intervention,in the extension strategy,has carried on the summary to the teacher’s extension between the regions and the education activity extension,finally in the review and the appraisal link,The present situation of teachers guiding children to discuss and evaluate is described.According to the research,we can find that the environment of children in large classes in B garden is more suitable,teachers can intervene in children’s reading activities in a timely and moderate manner,but at the same time,there are some problems such as making plans,failing to read goals,observing key deviations,mastering the timing of intervention,emphasizing instruction,highlighting targeted guidance,loose links of activities,failing to achieve integration symbiosis,lack of diversity in evaluation,and failing to promote overall development.Based on the above practical investigation,the researcher analyzed the factors of children,teachers and garden-based factors that influence the intervention strategies of large-class reading teachers.The analysis found that the reading characteristics,reading level,teachers’ professional concept,professional knowledge and practical wisdom of large-class children had a certain influence on the choice and application of teachers’ intervention strategies.Finally,according to the analysis of the current situation and the influencing factors,the researchers put forward some suggestions from four aspects: setting up scientific concept,paying attention to the characteristics of large class children’s reading development,improving professional accomplishment,implementing diversified teacher intervention,realizing curriculum integration,deepening children’s reading area activity experience,strengthening garden culture management and improving the quality of reading area activity intervention.