Research On Teacher Support For Collective Teaching In Kindergartens Under The Perspective Of Deep Learnin

The rapid development of the information age has put forward deeper requirements for modern education,and deep learning has emerged and gradually become a research hotspot.Deep learning can promote the development of cognitive abilities such as higher-order thinking and core competencies such as self-directed development in young children.However,due to the limitations of children’s cognitive development,teacher support has become a key factor for children to achieve deep learning.Therefore,clarifying the characteristics of children’s deep learning,analyzing and proposing suggestions for teacher support behavior,can enrich research on children’s deep learning and help teachers improve their teaching abilities,Promoting the comprehensive development of young children is of great significance.At present,the research of teacher support on children’s collective teaching activities is relatively lacking,and collective activities are the most concentrated and long-term learning activities in children’s activities.Therefore,this research is based on the time domain of in-depth learning.It conducts research on teacher support behavior in children’s collective activities,selects a variety of children’s collective teaching videos,and comprehensively uses the literature method,observation method,Delphi method method,and interview method,Analyze the specific manifestations of children’s deep learning in collective teaching,starting from the four dimensions of emotional support,situational support,questioning support,and feedback support,design the "Observation Record of Teacher Support for Children’s Deep Learning in Collective Teaching",observe the current status of teacher support,analyze and discuss its reasons,and propose corresponding strategies,Provide useful references for teachers in collective teaching on how to carry out supportive behaviors to promote the occurrence of young children’s learning.This study is divided into the following four parts:The first part is the proposal of research questions and the design of research framework.Starting from the deep learning of young children,this study summarizes relevant literature on teacher support behavior in collective activities of young children,summarizes current research results,analyzes the current situation of teachers in collective activities of young children,proposes current problems,discusses the significance of this research,designs a research framework,and conducts research scientifically,comprehensively,and effectively.The second part is the construction of a teacher support evaluation system.Through literature research and the specific performance of collective teaching activities for young children,combined with theoretical research on teacher support,support evaluation is comprehensively integrated,and the "Observation Record Form of Teacher Support for Deep Learning in Collective Teaching for Young Children" is designed and proposed,constructing a teacher support evaluation system from the perspective of deep learning.The third part is to analyze and discuss the current situation of teacher support and provide suggestions.Use a record table to evaluate the teacher’s supportive behavior in teaching videos and quantitatively describe the current status of supportive behavior in the videos.By comparing and analyzing the scores of various indicators through statistical analysis,a detailed analysis and discussion of the current status of teacher support behavior will be conducted,and the advantages and disadvantages of current teacher support behavior will be identified.Propose corresponding strategies and solutions based on deficiencies.The fourth part is induction and summary.Based on the above research,summarize and summarize the content of this article,analyze the shortcomings in the research,and propose corresponding prospects.