A Survey On Teachers’ Supporting Behavior Of Middle School Children’s Manual Activities From The Perspective Of Core Literacy

At present,teachers’ core literacy has become an important standard to measure the quality of preschool teachers in various countries.According to their own development needs,various countries have put forward the core quality standards with various characteristics.In 2017,the Ministry of Education issued the Standards for Professional Certification of Preschool Education,which set understanding and mastering the core quality connotation of professional fields as the graduation requirements that preschool education students must meet.It can be seen that it is very important for teachers to form and possess core qualities.As an important professional ability of preschool teachers,teacher support behavior is closely related to core literacy.Therefore,it is necessary to continuously improve the level of teachers’ support behavior,promote their professional growth and development,and adapt to the current new requirements for teachers’ core literacy.Therefore,this paper studies teachers’ supportive behavior from the perspective of core literacy,and judges the strength of preschool teachers’ supportive behavior through the performance of core literacy.In this study,a questionnaire survey was conducted among 112 in-service kindergarten teachers of middle class in 8 kindergartens in Z City,so as to understand the cognition of teachers’ supportive behavior.In addition,8 teachers from 2 kindergartens were selected for interview by means of purposeful sampling method,and 6 manual teaching activities of 3 middle school teachers from 1 kindergarten(C Garden)were selected for careful observation by combining with observation method,so as to understand and analyze the situation of different types of supporting behaviors of teachers.The research results show that the overall supportive behavior level of preschool teachers from the perspective of core literacy is above average,among which,the emotional support score of teachers under professional attitude literacy is the highest,followed by the cognitive support of teachers under professional knowledge literacy,and the material support and time support of teachers under professional ability literacy.From the specific situation of each dimension,the teachers’ permissive support behavior is more under the professional attitude accomplishment.Under the condition of professional knowledge accomplishment,teachers’ response behavior is mostly positive.Under the condition of professional competence,teachers give more prompt behavior to choose or use materials.However,under professional attitude,teachers’ praise and encouragement behavior is less and the support effect is not good.Teachers’ inquiry support under professional knowledge is not flexible enough;The level of flexible time management of teachers under professional competence is low and the discussion time between teachers and children is short.