| Role play is one of the most common and favorite game forms in children’s games,which plays a great role in promoting their speech,emotion,cognition and social development.Children’s play and teacher intervention are mutually influenced and inseparable.The proper intervention of teachers in the role play is directly related to the effectiveness of children’s games.In recent years,theoretical research results on role play have been increasingly improved and deepened,but new teacher intervention behavior still has some problems in practice.The study chooses the literature method,observation method and interview method in order to understand more about the involvement of novice teachers in role games.Five novice teachers with less than 3 years of teaching experience from three age groups of small class,middle class,and senior class were selected as the main inspection objects in a public five-star kindergarten in Dalian,and the basic process of their involvement in role games was studied.In addition,280 cases of intervention were collected by observation method,and the basic situation of 5 novice teachers’ intervention in role games was explained and analyzed.The study mainly involves novice teachers’ intervention motivation,behavior frequency,methods and effects in children’s role games.Based on the understanding of the current situation of novice teachers’ intervention in role games,this study further analyzes the behavior of novice teachers’ role games intervention,and found that they had some problems in the intervention role game,such as low frequency and low efficiency of intervention,teacher-led intervention ignoring the autonomy of children,the inconsistency of intervention thought and behavior,single intervention methods,the teacher attaches importance to authority,and the teacher attaches importance to process but not to judgment in the role-involved games.In view of the existing problems,the study believes that the problems existing in the role game intervention of novice teachers in kindergartens are related to the quality of teachers themselves,including the need to improve the professional quality of novice teachers,lack of experience reserves,and lack of observation ability;it is also related to the external support of kindergartens,including the role of kindergarten Insufficient supply of game venues and materials,large teacher-student ratio,and lack of attention from kindergarten managers.The study believe that novice teachers should enrich their theoretical knowledge and establish a correct view of role games in order to better involve themselves in role games.Secondly,it is necessary to combine theory with practice and attach importance to educational practice.Thirdly,it is necessary to promote effective observation and improve the quality of game intervention.In addition,intensive training should be carried out to improve the intervention effect;Then it is necessary to grasp the opportunity of education and choose the appropriate guidance mode.Finally,time allocation should be adjusted to ensure the evaluation process. |
