Action Research On Improving The Quality Of Teaching Support In Collective Teaching Activities Of Large Class Size Concept

Collective teaching activity is an important form of educational organization in kindergarten mathematics education in China at this stage,which can strongly support all children to receive systematic mathematics concept teaching in the same time and space in an orderly manner.In the collective teaching activities of mathematical concepts in kindergartens,the quality of teaching support provided by teachers directly affects the effectiveness of the collective teaching activities of mathematical concepts.Effective teaching support can ensure the function of collective teaching activities of mathematical concepts to promote children’s development,from concept to practice and from inefficiency to efficiency.With good teaching,children aged 5-6 will have a relatively rapid development of mathematical concept knowledge and ability,and promote the progress of other aspects of mathematical knowledge and mathematical thinking,and at the same time lay the foundation for the next primary school mathematics learning.Therefore,focusing on improving the quality of teaching support in large CLASS number concept collective teaching activities,this paper goes deep into the field of number concept collective teaching activities in a public kindergarten,uses the field of "teaching support" in the class classroom interactive evaluation system as a research tool,encodes the selected video materials of 12 classes in large class number concept collective teaching activities,and analyzes the obvious problems that still need to be improved in the teaching support in this kindergarten number concept collective teaching activities;Under the guidance of improving the process and constructiveness of collective teaching activities of the concept of large class size,we will continue to exist through action research adjustment and improvement of existing teaching support.In addition,based on the constructivist teaching theory,this paper analyzes the core teaching support in the collective teaching activities of the concept of "process and construction" in theory,and takes action research to continue to deepen the core teaching support of the kindergarten with the guidance of strengthening the teaching process and constructiveness.It is found that there are mainly the following obvious problems to be solved in the collective teaching activities of number concept in this kindergarten: first,the questions are not enlightening,and there are few high-level cognitive questions and open questions;Second,there is a lack of inductive reasoning activities to adapt to children’s level,and deductive reasoning is the main way to learn concepts;Third,the scaffold is not flexible enough,and teachers can’t help students make wrong changes;Fourth,excessive and inefficient encouragement and affirmation.In addition,the four elements,which are based on inquiry,operation as the carrier,inductive reasoning as the hidden line and heuristic dialogue as the means,constitute the important characteristics of the collective teaching activities of number concepts,and are the necessary teaching support conditions for carrying out the collective teaching activities of number concepts.Finally,questioning,scaffolding and encouraging praise all belong to the category of heuristic dialogue in core teaching support,so the problems existing in heuristic dialogue and inductive reasoning activities are adjusted and improved in action research,and the problem situations and operation activities are found and deepened on the original basis.Through the practice teaching of four times in each round and eight times in two rounds,the following countermeasures are found to improve the quality of teachers’ support in the collective teaching activities of the concept of large class size: first,inductive reasoning is integrated into the teaching activities with class-like learning content,and inductive tasks and teaching supports with appropriate difficulties are provided;The second is to improve the high cognition and openness of questions,and reasonably design the progressive question chain to ensure the logic between questions;Third,reduce praise for students in simple tasks,encourage students with specific language,reduce the use of simple affirmation for students in difficult tasks,and increase the use of meaning repetition and ascending affirmation;Comprehensive and flexible use of a variety of feedback methods to help students who make mistakes;Fourth,provide sufficient materials and time to ensure the basic external conditions of operation activities;Fifth,the teaching situation should adapt to the cognitive structure,life needs,children’s interests and the content of mathematics.