A Case Study Of Teacher Support Strategies In Project Activities

In recent years,with the spread of the Reggio Emilia Approach’s experience,the educational value of the main organization of program teaching-project approach has been paid more and more attention by preschool education scholars and preschool education workers,and some kindergartens have begun to explore the practice of localization.project approach emphasize the initiative of young children and the support of teachers.But how to effectively support children in project approach is a doubt in the hearts of many teachers.By using the method of case study,this paper uses observation,interview and physical analysis to collect and analyze the data from a large class of Nanjing T Kindergarten.This paper describes and analyzes the specific support strategies of teachers in the whole process of project approach.Teacher support strategy is mainly elaborated from the generation and preparation stage,implementation stage and end stage of project approach.The implementation phase also includes the start-up and continuation phases of the project activity.The influencing factors of teacher support strategy in project approach are mainly explained from kindergarten and teachers.From the kindergarten level,the school-based study,curriculum review and expert discussion organized by kindergartens will affect the choice and use of teacher support strategies in project approach,reflection and adjustment.From the teacher’s own point of view,teachers’ learning of theory,drive to project approach,observation of young children and reflection on practice are all important influencing factors for teachers to produce and implement support strategies.Finally,this study puts forward some suggestions to promote the project approach from the perspective of kindergarten and preschool teachers.