Action Research On Teachers' Support For Children's Deep Learning In The Science Area Activities Of Large Classe

Preschool stage is the key period for the development of children’s thinking.Some studies have shown that deep learning is an effective way to promote the development of children’s thinking,especially the development of high-level thinking such as transfer,evaluation and synthesis.The activity of science zone is an autonomous learning activity that points to the core experience of children’s science field,and is also an important field to realize children’s deep learning.However,in the practice of kindergarten education,the weakening of the support and guidance role of teachers due to their unclear role positioning and the improper support behavior caused by the lack of professional ability hinder children’s in-depth learning in the activities of the scientific zone.Therefore,the researcher adopts the method of action research,collects materials by observation,interview and case analysis,and carries out research,with a view to exploring the effective path and strategy of scientific district teachers to support large class children in deep learning in the research practice.The researcher made a problem diagnosis on the current situation of teachers in L kindergarten’s science zone supporting children’s deep learning,and found that children’s deep learning in L kindergarten’s science zone currently has problems such as lack of sustained interest,low development level of high-level thinking,lack of effectiveness of teachers’ presupposition of activities in the science zone,and lack of deep learning support strategies.In view of the above problems,according to the pre-constructed teacher support path,three rounds of action research were carried out,and the following conclusions were reached:teachers in each link of children’s in-depth learning in the activities of the scientific zone should apply different support strategies,including: preparing and activating the link to generate themes,exploring common interests,and continuing experience;The problem finding link encourages the discovery,cherishing and screening of key problems;Formulate a plan to guide transfer representation,pay attention to planned training,respect and acceptance;Mirror dialogue,encourage trial and error,trust and empowerment in the implementation of the plan;Strategies such as sharing and communication link problem starting,building scaffolding,experiencing success,and evaluation and reflection link promoting children’s dialogue,forming exploration path,and realizing home collaboration.On this basis,suggestions are put forward to teachers: environmental creation and material delivery to increase efficiency,curriculum archives and children’s archives to promote continuous support,and effective support based on observation and interpretation;Propose to kindergartens: give full play to the flexible time arrangement of teachers’ professional autonomy,realize the construction of generative curriculum framework for in-depth learning,establish a teacher research and learning community that forms an energy circle,and promote the establishment of a growth alliance for home collaboration.