A Study On Teacher’s Guiding Behavior In Kindergarten Middle Class Manual Activities

Manual activities are of great value to young children’s development.It can not only cultivate children’s feeling of beauty,expressing beauty and creating beauty,but also exercise the ability of children’s various abilities in the process of creation and development.At the same time,in manual activities,the suitability of teachers ’guidance behavior will affect children’s interest and quality of manual activities,but also have an important influence on the cultivation of children’s imagination and creativity.So,what is the current situation of teacher guidance behavior in the current kindergarten middle-class manual activities? What are the problems of teachers’ guidance behavior in kindergarten middle-class manual activities? What factors affect the teacher’s guidance behavior in the middle class manual activities? Based on these problems,the author combines the relevant theory and practice to study the manual activities in kindergarten.In this study,observation and interview methods were used.The researchers randomly selected six middle classes from Kindergarten A in Changchun to observe and record the 18 collective manual teaching activities organized by the six teachers.The purpose of the research is to analyze the current situation of teachers ’guidance behavior in middle-class manual activities in kindergarten,find out the problems and influencing factors of teachers’ guidance behavior in manual activities,and put forward reasonable suggestions for improving teachers’ guidance behavior in manual activities.The results show that teachers guide behavior more frequently.In terms of instruction content,teachers mainly teach skills and have different manual activities;In terms of guidance methods,teachers mainly language guidance,supplemented by action guidance,more active guidance than passive guidance,personal guidance,guidance results are almost all effective guidance.Secondly,combined with the interview content of the teachers,the researchers found that the teacher guidance behavior in the manual activities was mainly influenced by both internal and external factors.The internal factors are: different teachers’ teaching age and education level;biased understanding of children;biased cognition of education and uneven artistic accomplishment.External factors are: individual differences in children’s manual ability;differences in kindergarten environment and different cooperation of parents.Finally,the researchers make the following suggestions to optimize the guidance behavior in manual activities,including: teachers to keep observation,improve artistic quality;teachers to learn to use various teaching methods;teachers should pay attention to children dynamics and grasp the correct guidance time;teachers to develop the habit of reflection,and enhance the support of external environment.