For various reasons, some teachers tend to be formalistic when recording cases, failing to collect information that can truly reflect children's activities in time, rarely communicating with children, paying less attention to children and listening to their voices, but recording some information at will with the idea of coping. Others manipulate children's behaviors in order to achieve a certain result. The record lacks authenticity. For example, in the scientific activity of "tumbler", the teacher guided the children to try to make tumblers with various materials. Linlin faced a pile of plasticine, screws, building blocks and other materials, and didn't know what to do. After the teacher saw it, in order to have a higher success rate, she reminded her: "Just put the plasticine in and plug it tightly." So Linlin "easily" completed the task assigned by the teacher without exploring. Although Linlin finally made a "tumbler", how valuable is this "artificial carving"? Although some teachers are aware of the necessity of case recording, due to lack of experience, they unconsciously violate the guidelines in specific educational situations, such as ignoring children in order to catch up with the progress. Due to the confusion of children's activities, individual children's creative actions are ignored; Restricting children's activities because they are worried that the goal of activities will be difficult to achieve ... These factors have affected the authenticity of medical records.
2, the weight of the collection, the pertinence is not strong, the information is fragmented, and there is no connection.
Even if teachers overcome the above subjective factors and adopt real recording methods, they will still encounter difficulties in actual operation. Teachers often use "photos", "text descriptions" and "children's works" to record children's behavior in activities. Although the case records are vivid and intuitive, some materials are not closely related to the outstanding performance of children in activities, and the records are random and lack of pertinence. Although there are a lot of materials, there is no connection between them, which is chaotic and chaotic. It is difficult to completely analyze the performance, ability and development of children from these chaotic information. Other materials have no unified scope, which leads to the information content reflecting the situation of young children is not comprehensive enough. For example, in the activities of the science and technology operation room, the teacher tracked and recorded all his behaviors, but when analyzing these materials, I found that I didn't know what to analyze. It can be seen that the teacher did not make clear the purpose of this recording when recording. Although there are materials, I can't analyze the meaning of children's behavior.
3. There are contradictions between medical records and guidance, and medical records tend to be subjective.
When recording cases, we often encounter a problem, that is, how to grasp the contradictions between them and guide the whole. Sometimes, in order to track and record the typical behavior of individual children in detail and comprehensively, teachers have to give up guidance to most children, which shows unfairness to other children in the process. In addition, when recording cases, some teachers are often subjective, such as some children are cute. Teachers will naturally pay more attention to children in the same activity, and these subjective factors often affect the recording results. This is also a big puzzle that most teachers face when recording cases.