Research On Teacher Support Behavior In Cultivating Children’s Approaches Toward Learning In Collective Teaching Activities

The Guidelines for Learning and Development of Children aged 3-6 issued by the Ministry of Education clearly put forward "approaches toward learning",an important content element of children’s school preparation,and stressed that "attention should be paid to children’s learning approach".The 20 th National Congress of the Communist Party of China pointed out that "we will continue to exert efforts to raise children." As an important content of early childhood education,approaches toward learning training is of great significance to the healthy development of children and the better realization of young education.Collective teaching activities are one of the important carriers to cultivate children’s approaches toward learning.The supporting behaviors taken by teachers in collective teaching activities will directly affect the development of children’s approaches toward learning and the overall development.Based on this,this paper studies the teacher’s support behavior in the kindergarten collective teaching activities to cultivate children’s approaches toward learning,so as to promote the development of children’s approaches toward learning.This paper is divided into five parts.The first part of the introduction mainly discusses the reason of the research,the purpose and significance of the research,literature review,related concepts and research ideas and methods,to set up a theoretical framework for the research of teacher support behavior in the cultivation of children’s approaches toward learning in the group teaching activities.In the second part,according to the characteristics of approaches toward learning that can be expressed from explicit behaviors,combining with the opinions of front-line teachers and existing research,the representation table of children’s approaches toward learning behavior and the representation table of teachers’ supporting behavior for children’s approaches toward learning are prepared,which lays the foundation for the following investigation and analysis.The third part takes C kindergarten as a case study and investigates the teachers’ supporting behavior in the training of children’s approaches toward learning in collective teaching activities by using the method of observation and interview.The fourth part analyzes the survey results of teachers’ support behaviors in the collective teaching activities,and finds that the teachers’ support behaviors are less frequent and less frequent,and the support quantity of five kinds of learning qualities varies greatly and the distribution is uneven.The factors influencing the cultivation of children’s approaches toward learning include the type of collective teaching activities,the age of children and the development stage of teachers.In the fifth part,based on the characteristics and influencing factors of teachers’ supporting behaviors to children’s approaches toward learning in collective teaching activities,the author proposes suggestions on teachers’ supporting behaviors to cultivate children’s approaches toward learning in collective teaching activities from four aspects: improving teachers’ educational theoretical literacy,strengthening the cultivation of educational practical ability,improving kindergarten management and paying attention to children’s personality.