In recent years, with the development of kindergarten education and scientific research, observation has become the preferred and convenient research method for many kindergarten teachers to carry out education and teaching research. Literally, "observation" mainly refers to seeing, and "observation" represents analysis and research. Therefore, the "observation method" requires teachers not only to look with their eyes, but also to make a reasonable, objective and accurate analysis of what they see. Through the application of observation in education and scientific research in recent years, I summarized some advantages of observation itself. First, the operation is convenient. During observation, teachers don't need too many complicated tools, and these common and easily available items such as mobile phones, pens, white paper or self-made observation records can be used as observation work, which is simple and convenient to operate. Second, the content is intuitive. Observation requires the teacher to "see" on the spot. Of course, what they saw was real. Although some information may be scattered, these first-hand materials are very comprehensive, informative, intuitive and in-depth. Third, give full play to teachers' subjective initiative. The process of observation is also a process in which teachers give full play to their subjective initiative. Because no matter what the purpose or result of observation is, it will trigger or promote teachers' thinking, think about the reasons behind children's behavior, think about what methods can improve their activities, and think about what kind of state they want their children to achieve or what kind of development they expect, all of which are brought about by observation. With the cultivation of observation habits, analysis and thinking will also become teachers' daily life and habits, and gradually form the temperament of research. Fourth, it helps to improve teachers' understanding of children. In kindergarten, we find that teachers rarely have time to observe a child or several children quietly. There are so many children in the class that the teacher seems powerless. Although they live together day and night, they don't seem to really know every child. The application of observation provides more opportunities for teachers to be alone, so that teachers can calm down and observe children's language, behavior, preferences and habits for a period of time, and further enhance their understanding and understanding of children. As mentioned above, observation is a common method adopted by preschool teachers. In the research on the subject and education in kindergarten, we mainly use the observation method as follows.
I. Specific application occasions
(A) observation of children's play activities
In the teaching and research activities carried out last semester, the teachers were divided into two groups, namely, the study habit corner and the role game teaching and research group. In these two groups, teachers first make different observation records for the research content, and then use these observation records for purposeful and planned observation, and analyze and adjust the activities according to the observation content. In this process, the observation record table has been revised again and again according to its own needs to facilitate the use of teachers. Through the observation of children's games, teachers summed up how to provide different game materials in role games according to the development needs of children of different ages. The results of these studies are the best feedback for teachers to observe children's games.
(2) Observing children's life activities.
Besides games, what teachers observe most about children's lives is mainly their eating and drinking. Through the use of self-made observation records, the problem of "children's eating and drinking are all arranged by teachers too much" was observed. After that, the teacher tried to solve the observed problems by using materials and creating environment, and found the optimal solution through further adjustment and observation.
Second, the specific application object
Because of the different contents and purposes of observation, teachers observe different objects each time, including all, groups and individuals, and sometimes these objects will merge and compensate each other.
(1) the whole class
In the project of "Practical Research on Interesting Design of Materials in Kindergarten Mathematics Area", the form of "all+individual" is mainly adopted. On the whole, it is mainly to observe and master which area children are most inclined to, and analyze the reasons why children are interested in or not interested in mathematics areas, so as to make adjustments in the next step. Such data can be used as comparative data of research results, and scientifically and objectively demonstrate the effectiveness of the research.
(2) Small groups of children
In the teaching and research of learning corner games, the group method is mainly adopted, and the object of natural research is also a small group of children. Through the study of group division, what kind of group entry mode is more suitable for class children is summarized.
(3) Individual children
In the study of role games, we tend to observe individual children. Because in the role game, each child's performance and development process are different, so different children should have different guidance strategies and methods, which requires understanding and observation of individual children, so as to take targeted measures to help children get corresponding development based on their own foundation.
Third, the conclusion
In view of observation, we are trying to operate and apply it. Although there are still some doubts and difficulties in this process, accurate and keen observation and excellent quality to adapt to scientific observation are not innate. I believe that only by continuous practice can we improve our observation level and obtain valuable observation results, thus enhancing our research ability.