The Study On Teacher Support Behavior In Outdoor Cooperative Autonomous Play For Children In Large Classes

Research shows that cooperative play is beneficial to the development of children’s peer communication ability,prosocial behavior,opinion selection ability and social adaptability.Previous studies mainly studied children’s social development and teacher-child interaction through the design of cooperative game context,and did not pay special attention to cooperative games in the context of autonomous games.Therefore,this study studies teachers’ supportive behavior from the perspective of outdoor cooperative games.On the one hand,it puts forward reasonable educational suggestions for teachers’ supportive behavior in outdoor cooperative games.On the other hand,it hopes that teachers can attach importance to the social educational value contained in outdoor cooperative games.Promote children’s social development and improve children’s cooperative play level.This study takes 6 large class teachers from N Kindergarten in H City as the research object,and mainly uses observation and interview methods to understand and analyze the status quo,existing problems and influencing factors of teachers’ supportive behavior in outdoor cooperative autonomous games,and then puts forward corresponding educational suggestions.The results are as follows:1.The problems of teachers’ supportive behavior in outdoor cooperative autonomous games for children in large classes are as follows:first,the time provided by teachers for cooperative games is not enough;Secondly,the materials provided by teachers for cooperative games are not suitable;Thirdly,the frequency of teachers’ supportive behavior in cooperative games is less;Fourth,the content of teachers’ support tends to be safe and ignores the social development of children.Fifth,teachers used more verbal support in cooperative games;Sixth,teachers have poor support effect in cooperative games.2.Factors influencing teachers’ supportive behavior problems in outdoor cooperative games for children in large classes include teachers’ lack of scientific understanding,lack of professional knowledge,limited professional ability,limited energy and high pressure.In kindergarten,the class size is too large,and the effectiveness of teaching research and training activities in kindergarten is insufficient.3.The researchers put forward relevant educational suggestions for teachers,including changing their ideas and actively providing supportive behaviors,seizing the opportunity to promote children’s social development,comprehensively using a variety of support methods,ensuring adequate time for cooperative play,providing appropriate materials to promote children’s cooperative play,and improving teachers’ professional ability of effective support.Kindergarten,strictly control the size of the class,actively carry out teaching research and training activities,reduce the burden of teachers.