I. Title of the document
Research on Teachers' Observation Behavior in Kindergarten Education Activities
Second, the research background
Since 200 1, under the background of basic education reform, China's kindergarten education has been widely valued by the society, and the promulgation of "Kindergarten Education Guiding Outline (Trial)" marks that China's kindergarten education reform will enter a new stage. At present, the reform of early childhood education promotes the educational value orientation to pay more attention to children's own experience, emphasize children's development on the basis of the original level, and attach importance to the differences between each child. The requirement of the Guiding Outline of Kindergarten Education (Trial) for the role of kindergarten teachers is that teachers should be supporters, collaborators and guides of children's learning activities. Teachers should be good at discovering the educational value contained in things, games and accidents that children are interested in, seize the opportunity, actively guide, pay attention to children's performance and response in activities, be sensitive to children's needs, make timely and appropriate responses, form cooperative inquiry-based teacher-student interaction, and respect children's development level. This challenges teachers' traditional educational concepts and behaviors, and requires teachers to change their roles and functions in the process of education and become supporters, collaborators and guides of children's learning activities. With the implementation of the Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10 2020) and the State Council's Opinions on the Current Development of Preschool Education, the whole country has vigorously developed preschool education. Under the new situation of accelerating the popularization of preschool education, in order to ensure the quality of teachers and the healthy growth of children, the Ministry of Education issued the Professional Standards for Kindergarten Teachers.
The Standards clearly stipulate that teachers should have the ability to observe children in the planning and implementation of educational activities, adjust activities according to children's performance and needs, give appropriate guidance, and effectively use various methods such as observation, conversation, family contact and job analysis to objectively and comprehensively understand and evaluate children. The quality of kindergarten education has become a common concern of preschool education practitioners, researchers and decision makers. Teacher's behavior is the core factor that directly affects the quality of kindergarten education. In fact, teachers' discovery, evaluation and guidance of children's behavior not only reflect the changes of teachers' behavior, but also reflect teachers' professional development. The improvement of teachers' observation behavior has become an important part of improving teachers' behavior. First of all, observation is one of the prerequisites for teachers to provide appropriate and effective education for children. Only by fully observing and understanding children's development level, behavior characteristics, interest tendency and learning style can teachers design educational activities that meet children's development characteristics and learning needs, and make timely adjustments according to children's performance in the process of activities, thus ensuring the appropriateness and effectiveness of educational activities. Secondly, observation ability is one of the necessary professional qualities of effective teachers and an important symbol to distinguish the professional development level of teachers. Research shows that an important difference between novice teachers and expert teachers lies in whether they have observation consciousness and ability. Expert teachers will not make impulsive teaching decisions, but observe and listen to children objectively, calmly, comprehensively and deeply, and then make judgments and actions rationally according to the observed information. Finally, observation is one of the means to promote teachers' professional development. Observation is the basic way for teachers to collect children's information and analyze educational methods, thus effectively promoting children's learning and improving teaching effect. Through observation, teachers can gain practical knowledge about children's development and education, optimize their own knowledge structure, promote their own teaching reflection, and thus promote their own professional development.
However, in the practice of kindergarten education, due to the double lack of teachers' awareness and ability of professional observation, the professional character of teachers' observation is insufficient, which can neither truly reflect the actual development of children nor provide a basis for teachers to make appropriate teaching decisions. ? There is no qualitative requirement for the number of teachers' observation records in kindergartens, and the observation records do not give full play to the functions of reflection and communication, which makes teachers' observation records become a mere formality without discussion and reflection, so that teachers regard observation records as an extra burden rather than a beneficial practice? .
This observation loses the significance of listening to children's voices and reading their hearts, which makes the advanced educational concept of children-oriented encounter difficulties in reality. At present, the discussion on the observation behavior of kindergarten teachers in China is relatively insufficient. What is the current situation of preschool teachers' observation behavior and what is the relationship between preschool teachers' observation behavior and their professional development? Based on this, this study takes kindergarten teachers as the research object, trying to present the present situation of their observation behavior through the discussion of their observation behavior in educational activities, summarizing the basic characteristics and influencing factors of their observation behavior, and providing theoretical basis for improving their observation behavior.
Third, study the problem.
Establishing the research question is the beginning of a research, and whether the research question is properly established is of decisive significance to the research process. (3) According to the main purpose of this study, the observation behavior of case kindergarten teachers was investigated to understand teachers' understanding of observation, the process and results of observation, the basic situation of observation application and the factors affecting teachers' observation behavior. The researcher established that the core problem of this study is the basic characteristics and influencing factors of kindergarten teachers' observation behavior, and took this as the final conclusion of this study.
The observation behavior of kindergarten teachers belongs to a microscopic research problem in the field of preschool education, and the research on this problem must rely on the reality of teachers' education and teaching life. Therefore, the real actual situation will be the basis for further forming specific research problems.
Question 1: Teachers' understanding of observation.
1. How much does the teacher know about the meaning of observation?
2. What does the teacher know about the value of observation?
3. What difficulties do teachers have in observation?
Question 2: The process and result of teacher's observation.
1. Under what circumstances did the teacher observe it?
2. How did the teacher behave during the observation?
3. What is the teacher's reaction after observation?
Third, the performance of teachers after observation.
1. How do teachers think and analyze after observation?
2. How do teachers communicate with parents by using observation information?
3. How can teachers use their observations to improve teaching?
Fourthly, the influencing factors of teachers' observation behavior.
1. Teachers' own factors
(1) Is the teacher observant?
(2) What is the influence of teachers' beliefs on observation behavior?
(3) How does the teacher's teaching experience affect his observation behavior?
2. Children's factors
(1) How does the child's sudden situation affect the teacher's observation?
(2) What effect does children's problem behavior have on teachers' observation?
(3) Does children's interest need affect teachers' observation?
3. Kindergarten factors
(1) Does the kindergarten provide opportunities for teachers to exchange and learn?
(2) What resources do kindergartens provide for teachers' observation?
4. Parental factors
(1) Does the relationship between parents and teachers affect teachers' observation of children?
(2) What do parents think of the teacher's observation?
Fourth, the research significance
The idea of effective teaching originated from the western science teaching movement in the first half of the 20th century. According to D .Medley0979, the study of teachers' teaching effectiveness is the breakthrough point of studying teachers' teaching effectiveness from the perspective of teaching. Since the 1960s, the research on effective teaching has shifted from studying the characteristics or qualities of effective teachers to paying attention to their teaching behavior. But in the teaching process, teachers' teaching can affect students' learning, but it can't determine students' learning. Teachers' effective teaching behavior can only be reflected when students perceive, accept, cooperate and respond, and students show effective learning behavior. In this study, teachers' observation behavior is the behavior of teachers taking children as the main body, which focuses on teachers' understanding and reaction to children's learning behavior. The research based on teachers' teaching behavior is a useful supplement to the research on effective teaching behavior, which can enhance teachers' cognition and adjustment of the effectiveness of teaching behavior through the perspective of children's performance.
Since 1980s, teachers' professional development has been the focus of discussion in the field of education. With the continuous advancement of preschool education reform, the professional development of kindergarten teachers has been given new connotations. In the past, the discussion on the professional quality and ability of preschool teachers was rich, but the discussion on the observation behavior of preschool teachers in the process of preschool education reform was slightly weak, which hindered the professional development of preschool teachers. This study will carefully examine the basic characteristics and influencing factors of kindergarten teachers' observation behavior, and devote itself to discussing how to improve teachers' observation behavior, which is believed to be helpful to enrich the theoretical system of kindergarten teachers' professional development in China.
It is beneficial to arouse the attention of kindergarten teachers to observing children and stimulate their thinking on education. Teachers' careful observation of various phenomena in education is helpful for teachers to re-examine their work, change the numbness of turning a blind eye and maintain their enthusiasm for work. It is beneficial for teachers to learn from the observation of case kindergartens, promote efficient teacher observation, improve teachers' observation ability, and make children develop more in teacher observation; At the same time, it is of great practical significance to improve the quality of kindergarten education and teaching.
Research method of verb (abbreviation of verb)
For a research, the choice of research methods depends on the nature of the research problem and the needs of the research. Generally speaking, quantitative methods are more suitable for large-scale investigation and prediction of things at the macro level, while qualitative research is more suitable for detailed and dynamic description and analysis of individual things at the micro level. Quantitative research starts from the assumptions set by the researchers themselves and collects data for verification, while qualitative research emphasizes understanding their views from the perspective of the parties and paying attention to their psychological state and meaning construction. 1. The observation behavior of kindergarten teachers in this study belongs to the study of teachers' observation, understanding and application at the micro level. This study focuses on teachers' views and practices on observing children, and what factors affect teachers' thoughts and behaviors. The purpose of this study is to explore the understanding of teachers' observation behavior and its meaning construction, which meets the requirements of qualitative research. Therefore, in order to explore descriptive and explanatory issues such as how kindergarten teachers view observation behavior, how teachers observe children, how teachers apply observation to children, and what is affecting teachers' observation behavior, this study adopts a qualitative research orientation.
Sampling refers to the act of selecting relevant people, time, place, event, behavior and significance according to the needs of research. The phenomenon studied in this study is the observation behavior of teachers in current kindergarten education activities. Accordingly, the research object should be teachers who have observed behavior in kindergarten education activities. Due to the limitation of research time, place and funds, in order to carry out in-depth and specific research under the existing conditions and provide maximum information for research problems, the researcher chose a public kindergarten teacher as a sample. Because this study focuses on obtaining a more in-depth and detailed explanatory understanding of teachers' observation behavior, the number of research objects is relatively small, and the research mainly adopts stratified target sampling and snowball sampling.
Stratified intentional sampling means that researchers first stratify the research phenomena according to certain standards, and then conduct intentional sampling at different levels. The purpose is to understand the specific situation of different levels in the research phenomenon, and then to explore the overall heterogeneity of the research phenomenon. ② As far as the observation behavior of teachers in this study is concerned, different years of service will make teachers form different educational and teaching experiences, and the accumulation of experience will lead to differences in the maturity and automation of teachers' behavior. Therefore, this study selected all teachers with teaching experience from the sample of the research object, that is, teachers with teaching experience of less than 3 years, teachers with teaching experience of 3- 10 and teachers with teaching experience of more than 10. Secondly, considering the development characteristics of children of different ages, teachers will make different observations.
Outline of intransitive verbs thesis
abstract
abstract
catalogue
First, ask questions.
(A) Research background
(2) research questions
(3) Research significance
research method
Second, literature review
Concept definition
1.
2. Teachers' observation behavior
3. Kindergarten education activities
(B) Related research on teacher observation
1. Observation value
2. The dimension of observation
3. Observation type
4. The process of observation
5. Observe the existing problems and improve them.
(C) Related research on kindergarten teachers' observation
1. Observation value
Step 2 observe the content
3. Problems existing in observation records
4. Improve the strategy
Three. Investigation and study on teachers' observation behavior in kindergarten education activities
(A) Teachers' understanding of observation
1. Observation is the way to understand children.
2. The beholder is clear, and the teacher's observation is clear.
It is very necessary to observe children.
(2) What did the teacher observe?
1. Observe children's interests
2. Observe the children's learning effect.
3. Understand children's needs
(3) How do teachers observe?
1. mobilize all senses to collect information
2. Write it down so that teaching can see it.
(D) the results of teachers' observation
1. Positive response to children
2. Build scaffolding to help children develop.
3. Communicate with parents in time
4. Reflection and improvement of teaching behavior
(5) What influences teachers' observation?
1. The child's accident can easily attract the teacher's attention.
2. Teachers with rich teaching experience have spare capacity to observe children.
3. Teachers' subjective tendency affects teachers' observation.
4. Kindergartens support teachers to observe.
5. Early childhood education itself affects teachers' observation.
Fourthly, the research results of teachers' observation behavior in kindergarten education activities in A.
(A) the characteristics of teachers' observation behavior
1. Teachers' understanding of observation is vague.
2. Teachers' observation is closely related to teaching objectives.
3. The record of teachers' observation stays at the sensory level.
4. Observation promotes the reflection and improvement of teachers' teaching.
(B) the influencing factors of teachers' observation behavior in kindergarten education activities
1. Teachers' ability to master observation methods
2. Teachers' knowledge and experience reserves
3. Children's influence on teachers' observation
4. Kindergarten's support for teachers' observation behavior
Verb (abbreviation of verb) suggestion
(A) through training, improve teachers' observation skills.
1. Choose a suitable observation angle to get valuable information.
2. Optimize observation and recording methods to improve the accuracy of I-recorded.
3. Make clear the basic requirements of observation records and ensure the objectivity of records and evaluations.
(B) Strengthen learning and improve teachers' knowledge structure.
1. Promote the development of knowledge through reflection
Read professional books and periodicals
(3) Kindergartens provide a supportive observation environment for teachers.
1. Improve the management system
2. Provide technical support
3. Form an atmosphere of attaching importance to teachers' observation.
(D) Teachers strive to create favorable conditions for observation.
1. Check your work habits.
2. Reduce possible interference factors
refer to
appendix