Research On The Quality Of Teacher-child Interactive Instructional Support In Anji Play

Anji Play is synonymous with “real game”,it is based on the belief of “let the game light up children’s lives”,let children explore their potential and the unknown world,challenge themselves,solve problems,cultivate thinking,construct a cognitive world in the game,and achieve all-round development.With the implementation of the concept of “game curriculum”,the educational function of games has been gradually strengthened,and Anji Play with games as the basic activities should improve their teaching quality and play the value function of “real games” education.Theory runs through the development of Anji Play mode: from“teacher control” to “multiple response”,Anji Play highlights constructivist theory;From “no game” to “real game”,Anji Play contains meaningful learning theory.Anji Play promotes children’s cognitive development,pay attention to children’s emotional needs,and realize children’s self-management as the basic principles,and carry out meaningful teacher-child interaction with children.As a teacher-child interactive quality assessment tool widely accepted and used in many countries around the world,the Classroom Assessment Scoring System(CLASS)includes the“Instructional Support” area that can comprehensively evaluate the quality of teachers’ teaching.This study of the current situation of Instructional Support in Anji Play and find that the problem of teachers in Instructional Support in Anji Play has important practical significance for improving the teaching quality of Anji Play.Based on the above reasons,this study selected six classes and six teachers from the senior class,middle class and junior class in a kindergarten,and took the Instructional Support area in the Classroom Assessment Scoring System as the research tool.The 54 live videos about 20 minutes collected including the three stages of Anji Play(before,during and after)were analyzed,and the collected videos were transcribed and encoded,and the frequency statistics of teachers’ use of various instructional support strategies were carried out according to the behavioral indicators of each dimension under the CLASS instructional support field,and finally the quality of instructional support in Anji Play was evaluated from three dimensions of concept development,quality of feedback and language modeling through data analysis.The results found that the quality of instructional support was the lowest in junior classes,the highest quality in middle classes,and the quality of instructional support in all age classes was at a moderately low level.The quality of instructional support during the Anji Play is the lowest,and the quality of instructional support after Anji Play is the highest;Teachers’ use of each instructional support strategy across three dimensions is highly uneven,with quality of feedback being used the most frequently and language modeling being used the least frequently.Teachers have the following problems in the field of instructional support:concept development is superficial and neglects to integrate knowledge,feedback is formalized and lacks to provide support,the language environment is single,and language modeling is poor.The reasons for these problems include teachers’ insufficient attention to children’s advanced thinking development,the solidification of the form of Anji Play activities organized by teachers,and teachers’ neglect of the educational value of language modeling to children’s language development.In view of these problems and their causes,the researcher proposes that,pay attention to the development of children’s sophisticated thought and foster their profound learning;Anji Play activities should be structured with flexibility to improve the quality of feedback effectively;Provide a rich language environment and play a role in language modeling.