Teacher-supported Research In Kindergarten Planting Activities

It is an important form of active learning for young children to develop and actively learn that children can meet their independent and free choice of play activities in regional activities.Kindergarten planting activities are regional activities and are a form of activity to develop children’s active learning.The "3-6 years old children’s development guide" states that"through outdoor activities,planting and feeding activities,children are supported to accumulate beneficial direct experience and perceptual understanding in contact with natural life objects and phenomena,so as to achieve children’s own active development." "In planting activities,children’s active learning is that children solve some practical problems through their own observation,active exploration and thinking in planting activities.However,high-quality kindergarten planting activities are inseparable from the support of teachers,and only scientific and appropriate teacher support can avoid practical problems such as low quality of activities,activity design in form,and activity value staying in ornamental role.In this study,the current status of teacher support in kindergarten planting activities was investigated by questionnaire method,including four dimensions: understanding of planting activities,teacher support before planting activities,teacher support during planting activities,and teacher support at the end of planting activities.From the questionnaire data analysis,the common problems of teacher support in the current kindergarten planting activities were found,and then the reasons for the existence of teacher support problems in each link of planting activities were analyzed in the four dimensions of teacher support in Shijiazhuang K Kindergarten through interview method and observation method,and finally the corresponding improvement strategies for teacher support were proposed from the educational concepts related to active learning of children in the American high-minded curriculum.It is found that at the level of teachers’ cognition of planting activities,there are problems such as teachers’ insufficient understanding of the value of each activity link of planting activities and stereotypical understanding of teachers’ support in planting activities.In the teacher support before the planting activities,there are problems of single material selection basis and blind delivery in teacher support,insufficient teacher support in terms of time,and neglect and simplification of teacher support in terms of experience.In the process of planting activities,there are problems of empty support and neglect of activity goals in teacher support in terms of emotions,strong directive and poor mobility in language support,and lack of effectiveness of teacher support in behavior.There is a single-content problem of teacher support in terms of evaluation at the end of planting activities;In view of these objective problems,corresponding improvement strategies are proposed: the improvement strategy of teachers’ cognition of planting activities is to establish a correct view of children and integrate the concept of children’s active learning into teacher support;The improvement strategy supported by teachers before the planting activity is to comprehensively deepen the understanding of all aspects of the planting activity,reasonably adjust the planting activity time and take children as the main body,and adjust the material input;The improvement strategies supported by teachers during the planting activities are to add contextual and motivational language support,enrich emotional support,focus on creating a positive atmosphere,and use observation strategies to improve the effectiveness of behavioral support.Improvement strategies for teacher support at the end of the planting activities are to ensure the number and duration of evaluation support,enrich the content of evaluation support,and continuously improve children’s participation;Finally,an improvement strategy to optimize kindergarten management support and improve teaching and research quality is proposed for kindergarten management.