| Good learning quality is an inevitable requirement for human development,and cultivating good learning quality from an early age lays a solid foundation for children’s subsequent learning.Guiding children to develop good learning qualities in deep learning is an important task of early childhood education.The deep learning of young children is different from that of adults.It is mainly reflected in the concentration,keen interest,problem-solving ability and reflection ability that occur in the rich and colorful activities of young children.Science area activities are science-based play activities in which children manipulate materials,investigate concrete things,and solve problems,and they are also area activities that can easily trigger deep learning.This study examines the impact of teachers’learning support on children’s deep learning in science area activities and makes educational recommendations in this regard.This study used action research as a paradigm to collect and analyze data using a combination of observation,documentation,and case study methods.One month before the action,we observed the children’s deep learning in science area activities,conducted a qualitative analysis of their current situation in relation to the sub-dimensions of deep learning,and analyzed the causes in terms of teacher support.In this study,we conducted three rounds of action research,and each round of action was conducted with 28 children in the large class as the target group,and the changes in the sub-dimensions of deep learning were observed and recorded before and after the action.The initial phase of the action research was to provide teachers’ support to motivate children’s internal motivation and promote children’s active participation in the activities;the adjustment phase of the action research was to provide teachers’ support to enhance children’s problem-solving ability and promote children’s experience transfer and problem-solving ability;the improvement phase of the action research was to provide teachers’ support to enhance children’s problem-reflection ability and promote children’s evaluation and summary reflection ability.The study found that teachers can promote children’s deep learning in science area activities through support for children’s motivation,inquiry,and reflection.Specific support strategies include creating contexts and optimizing materials;experience combing and scaffolding questions;focusing on multiple ways of asking questions and diversifying the subjects of evaluation.This study gives specific methodological strategies for front-line teachers to support children’s deep learning in science area activities,which helps to enhance children’s deep learning ability and develop good learning qualities. |
