A Comparative Study On The Strategies Of Novice And Proficient Teachers To Deal With Children’s Violations In Collective Teaching Activities

Children’s violation behavior is a common behavior in the process of rule education for children.It is also an inevitable stage in the process of children’s social development.It can be said that it is a normal educational and teaching event and existence.Through rule education,kindergarten teachers help children learn rules,abide by and construct rules,and promote children’s social development.However,at present,the effect of kindergarten teachers on the implementation of rule education is not very significant.Children have frequent violations in collective teaching activities,and kindergarten teachers also have many puzzles and problems in coping.This study focuses on the situation of novice-proficient teachers when dealing with children’s violations in collective teaching activities.By comparing and analyzing the differences and reasons of novice-proficient teachers’ coping strategies,this paper puts forward corresponding suggestions,in order to improve teachers’ ability to deal with children’s violations and promote teachers’ professional development.According to the purposive sampling,two novice teachers and two proficient teachers from a public kindergarten in G city were selected as the research objects,and 115 typical events of "children’s violation-teachers’ response" in teaching activities were observed and recorded;Through quantitative and qualitative analysis,this paper analyzes the differences and causes of novice-proficient teachers’ strategies to deal with children’s violations in teaching,and puts forward corresponding suggestions.The results show that the differences between novice and proficient teachers’ coping strategies are as follows: the flexibility of proficient teachers’ coping strategies is higher than that of novice teachers;The emotional attitude of proficient teachers is more stable than that of novice teachers;The effectiveness of coping strategies used by proficient teachers is more obvious than that of novice teachers.Subjective factors are novice teachers’ lack of practical experience,different emotional self-control ability,cognition of children’s illegal behavior,and differences in the consciousness of reflection and learning.The objective factors are lack of relevant training and learning and large class capacity in kindergartens.This study suggests that the kindergarten management can provide the novice teachers with pre service and post service training on rule education for children,so as to promote the professional development of novice teachers;Secondly,novice teachers should focus on the needs of children,strengthen their emotional regulation ability,and be able to distinguish between primary and secondary behaviors.Finally,teachers should learn to reflect and establish a learning community.