A Study On The Quality Of Teacher-child Interaction In One-village-one-kindergarten In L County

In essence,education is a kind of "relational practice",which is the meeting of human souls.Good teaching depends on teachers' interaction with children in terms of emotional support,classroom organization,and teaching support.A large number of studies have shown that high-quality teacher-child interaction plays a positive and important role in various aspects of children's development,especially in the development of disadvantaged children from poor families and difficult to adapt to.With the development of preschool education in China,and the implementation of relevant national policies in promoting development,eliminating poverty and realizing common prosperity,rural preschool education in contiguous areas with special difficulties has been developing vigorously.How to learn on the basis of learning is not only the focus of the government's work in the future,but also the people's expectations,but also the inevitable development of education.Liangshan yi autonomous prefecture is one of the areas with special difficulties.The policy of "one village,one child" was first piloted and implemented in this area.At present,the relevant experience of "one village,one child" has been promoted in other ethnic areas in Sichuan,Yunnan and Gansu.In addition to "a village a child","a village a garden",preschool education is also booming.How about the quality of teacher-child interaction in these areas,what are the reasons for affecting the quality of teacher-child interaction,and how to improve the quality of teacher-child interaction in these areas and other issues need to be explored urgently.Researchers of the quality and quantity mix design,use of interactive classroom assessment system(classroom assessment scoring system: CLASS)of social economy,transportation,education,average in liangshan yi autonomous prefecture,Sichuan province county 25 mid-level L "one village one young preschool education point" of 42 CLASS's and grade's 67 teachers teacher young interaction quality is carried out by the research of the problem.First,the researchers used the CLASS assessment system to observe and evaluate the half-day activities of 67 village primary school teachers.It was found that the quality of teacher-infant interaction in L county was at a medium to low level,which was similar to the score of the central kindergarten in the township of guangxi zhuang autonomous prefecture,and slightly higher than that of the village mixed-reading class in a county in guizhou province,but significantly lower than that of the high-quality preschool education areas such as the second-level kindergarten in Shanghai.There were significant differences in the quality of teacher-child interaction among different types of activities in the half-day activities of the village preschool education center.Games and outdoor group activities scored the highest in the fields of emotional support and class organization.Group teaching activities scored slightly higher in the field of teaching support;The quality of teacher-child interaction in life activities was the lowest.Using the analysis of potential profile,it is found that there are four types of teacher-child interaction quality types: low quality type,medium quality type,medium quality type and medium high quality type,mainly medium and low quality type,among which medium quality type and medium and high quality type account for41.8%.This shows that although the overall quality of teacher-child interaction in the village preschool education center is at a medium to low level,there are still a certain proportion of high-quality teacher-child interaction.Through the analysis of the quality of interaction between different types of teachers and children,it is found that the class organization quality gap between different types of quality is the largest,and is most likely to improve.Secondly,the researchers used field study and text analysis to explore the factors that influence the quality of interaction between teachers and children.Research in slaughter "early education and care quality influence factors model" and connors' effective early education policy theory model "from the" one village one young "on the basis of the education policy,regional administration and town center elementary school professional guidance,the structure of the village preschool education point quality basic facilities,activities,such as materials,classes,teachers' professional background and perspective are discussed in this paper.The study found that after the relaxation of"one village,one child" teacher access policy,there was a lack of policy guarantee for teacher professional development,and the identity definition and salary treatment of village children teachers affected teachers' identity and sense of salary equity.These policies indirectly but seriously affect the quality of interaction between teachers and children.Regional administration "rebuilding light management" and loose quality management of preschool education sites are unfavorable to the quality of teacher-infant interaction.More primary school business guidance,teachers feel from primary school leaders and teachers care,respect,support more preschool teachers interaction quality is higher.The structure quality of the village preschool education center has an important influence on the quality of teacher-child interaction: basic facilities have no significant influence on the quality of teacher-child interaction,but children with independent seats,more than 1 faucet,more than 1 toilet squat spot have higher quality of teacher-child interaction,and the score difference of class organization is significant.In addition to positive atmosphere and language demonstration,the interaction quality of preschool education sites with a certain amount of activity materials scored significantly higher in CLASS three fields and eight dimensions than that of preschool education sites lacking activity materials.The CLASS size had no significant effect on the quality of teacher-infant interaction,but the CLASS size of the CLASS with large CLASS size was lower than that of the CLASS with appropriate CLASS size,and the score of the three dimensions of teacher sensitivity,attention to students' views and teaching guidance form was significantly lower.There was no significant difference in teacher-infant interaction quality among teachers of different majors and educational backgrounds.However,teachers who have worked in other preschool(early)institutions and transferred to primary schools have higher quality of teacher-child interaction.Then,on the basis of fully analyzing the quality characteristics of teacher-child interaction and the characteristics of village teachers,the researcher formulated the "village teachers' teacher-child interaction learning program" and carried out a semester of quasi-educational experiments.Through two pre-test and one post-test and the teacher questionnaire,it was found that this learning activity had a significant effect on the improvement of teacher-child interaction quality in the village preschool education center,among which class organization was the most improved,emotional support was the second,and teaching support was the least.This indicates that there are differences in the degree of difficulty in the improvement of teacher-infant interaction quality in the village preschool education sites,and the teaching support is the most difficult to improve.In different types of activities,the quality of teacher-child interaction was also improved differently: the quality of teacher-child interaction in collective teaching activities was improved the most,followed by games and life activities,and outdoor collective activities were the least.There was no significant difference in the quality improvement of teacher-child interaction among teachers with different professional backgrounds,attendance times and teachers with different professional backgrounds,but teachers with higher educational background,preschool education major graduation and more attendance times improved the quality of teacher-child interaction more.Finally,the researchers believe that the quality of teacher-child interaction in the areas with special difficulties is not high,and there is a possibility that emotional support is artificially high.The overall quality of class organization is not high but most likely to be improved,and the quality of teaching support is the lowest and most difficult to be improved.On this basis,the researchers put forward specific Suggestions.