An Observational Study On Sustained Shared Thinking Of Children And Teacher In Playing Review Time

Continuous shared thinking is not a generalized thinking that one subject has,but an effective interaction mode between subjects,which requires two or more individuals to "work together" in an intelligent way to solve problems,clarify concepts,evaluate activities,expand narratives,etc.The two sides of the interaction are scaffolding for each other,both contributing to and expanding ideas.Game sharing is the extension and expansion of children’s games.In game sharing,children are in a state of active exploration and independent learning,which provides an important field for teachers and children to continuously share thinking.Based on the Scale of Continuous Shared Thinking and Emotional Health and the current situation of game sharing in practice,this study modified the basic dimensions of the index and the description of the project content,took the continuous shared thinking of teachers and children as the evaluation focus,made the evaluation tool more flexible,and finally compiled the continuous shared Thinking Health Observation Scale in Game Sharing.After validity test,item analysis and reliability test,the observation scale showed good measurement characteristics.In this study,50 video recordings of game sharing sessions were further taken as the research object.With the help of "Observation Scale of Continuous shared Thinking in game sharing Sessions",observation method and interview method were used to explore the status quo and influencing factors of continuous shared thinking level in real and natural kindergarten activities,and suggestions were put forward to improve the effectiveness of game sharing sessions based on continuous shared thinking.The results are as follows:(1)The overall sustained shared thinking in the game sharing link is at a medium and low level;(2)The sustained shared thinking in the game sharing process is unbalanced in specific projects.Teachers can effectively support children’s use of language,basically support children’s self-control,curiosity and response,but can not effectively support children’s emotional health,social and higher-order thinking;(3)The number of children participating has an impact on the level of sustained shared thinking in the game sharing link,which is negatively correlated with the overall score of sustained shared thinking.The fewer children participating,the higher the overall score of sustained shared thinking.In terms of specific items,the number of children participating in the project has an impact on the response scores of encouraging children to use language and professional sensitivity;(4)The professional title of teachers has an impact on the level of sustained shared thinking in the game sharing link.The higher the title of teachers,the higher the level of sustained shared thinking in the game sharing link.In terms of specific items,teacher titles have an effect on self-control,social development,encouraging children to use language,response of professional sensitivity,curiosity and problem solving scores;(5)For the specific item of sustained shared thinking,the teaching age of the teacher has an influence on the score of encouraging children to use language in the sustained shared thinking;(6)In terms of specific items of sustained shared thinking,the duration of game sharing has an impact on encouraging children to use language curiosity,problem solving and higher-order thinking scores.Finally,the suggestions are put forward:(1)Improve teachers’ ability of thinking teaching by relying on subject teaching knowledge;(2)Develop children’s higherorder thinking ability based on conversational game sharing;(3)Listen to children’s play experience and make emotional compensation in addition to sharing;(4)Give full play to the advantages of the "sandwich model" to carry out personalized attention and support.