The Action Research About Scaffolding Theory Of Promoting The Novice Teacher’s Language Response Ability ——Taking Scientific Inquiry Collective Activities Of The Top Class In A Kindergarten As An Example

As the 14th Five-Year Plan proposes high quality education,much attention has been paid to the implementation of high-quality preschool education.The lower the age of the students,the more demanding and difficult it is to respond to speech,and the higher the demands on individual teachers in terms of how and what they say.Therefore,the pursuit of high-quality verbal responses is something that kindergarten teachers need to constantly learn,think,practice and reflect upon.In particular,how to effectively respond to children and communicate with them is a must for novice teachers,and how to effectively and quickly improve the verbal response skills of novice teachers is an important task that every kindergarten manager and kindergarten teacher trainer is constantly exploring,researching and practising.Looking at a large number of studies related to preschool education,there are many studies of preschool educators’ verbal response in kindergartens,mainly focusing on teacher-child interactions,in which researchers mostly focus on the "young" and relatively little on the "teacher"."In most of these studies,the focus has been on the’child’,with relatively little research on the ’teacher’.In kindergarten group teaching activities,research on teacher-child interaction has focused on ’what teachers should do’,which is a scientific approach in terms of the effectiveness of teaching and learning and the development of young children,but such research often overlooks the important point that teachers themselves are also learners.For a teacher,professional development is a task that always accompanies a career.Currently kindergartens classify teachers according to their own age and teaching ability,from novice teachers,qualified teachers,mature teachers and finally expert teachers.Under such rules and circumstances,how to achieve efficient teacher professional development and help a novice teacher to become a mature teacher more quickly has also become a very important task in the process of improving the quality of preschool education.This study is based on scaffolding theory and uses the verbal response of a novice teacher in a large classroom science group teaching activity as the research content.Through the transformation of the teacher’s identity as a teacher and a learner,the study explores the need for scaffolding in the process of teacher professional development to help the novice teacher reach the nearest development zone faster and better and achieve the process of becoming a qualified teacher,thus improving the quality of the teacher’s teaching.The study consisted of three main stages: i.Before the study was conducted,the participants were familiarised with the study and understood the current status of their verbal responsiveness.ii.Secondly,during the study,support is provided in various areas based on the subjective and objective problems of the research participants,and repeated training and reinforcement is provided through action research.III.At the end of the study,return to the research subject’s class and observe the changes in their verbal response and the transference resulting from their support abilities during group teaching activities in their natural environment.The findings of this study are as follows: 1.There are various strategies and ways to support novice teachers in improving their verbal response skills.2.Different types of scaffolding have different effects on different problems in verbal response.3.Strategic scaffolding-which directly provides solutions for novice teachers-can only solve some simple verbal response problems and cannot fundamentally improve teachers’ verbal response skills.4.Novice teachers’ verbal responses are more likely to be identified and addressed through bias and superficiality.