The Revision Of The Classroom Assessment Coding System

The purpose of this study is to amend the classroom assessment of the RobertC.Pianta and BridgetK.Hamre development coding system (classroom assessmentscoring system, CLASS) as a tool to observe the interactive behavior of kindergartenteachers. Classroom assessment coding system as an effective interaction qualityevaluation tools for teachers and children, including the three major areas of tendimensions, that is, that emotional support, classroom organization, instructionalsupport. Emotional support, including positive climate,negative climate,teachersensitivity,regard for student perspectives; classroom organization include behaviormanagement, Productivity, instrctional learning formats; instrctional supportincluding concept development and quality Of feedback, language modelingdemonstration. Revised selected five small small classes in the Northeast NormalUniversity affiliated kindergarten in the study,6small class,7Zhongban, twoteachers of each class are women as the object of study, by shooting a video, the videoencoding, through too exploratory and confirmatory factor analysis of the validity andreliability evaluation system revised set of interactive behavior of the localization ofkindergarten teachers. In addition, the teacher-student relationship scale schoolstandard school criterion-related validity of the low degree of correlation betweenteacher behavior and teacher-student relationship. Among them, the conflict with theconcept of the development of the relationship between the highest teacher support forstudents’ conceptual development may lead to conflict; in an intimate, teachers inbehavior management requirements strictly easily lead to the decrease of intimacy.End also teachers’ personal factors such as age, seniority and other factors on theinteractive behavior of teachers to explore.