The Comparative Research Of Teacher- Children Interaction In Kindergarten Between The Award-winning Teaching Activities And The Normal Ones

In domestic, it is very prevailing about the study of teacher- children interaction in kindergarten, and the theory and practice research are both involved. According to some document literatures, a day life or a certain teaching areas between teacher and children are more focused on among these teacher- children activities, and it rarely involves the comparative analysis of the award-winning teaching activities and normal teaching activities.Kindergarten teaching activity is an important part of kindergarten education activity, a process of acquiring knowledge skills, cultivating a positive attitude to life and study, and having a good mood emotion, also an important place between teacher – children interaction. Teacher – children interaction has a different characteristic in a the different situation of teaching activities, and its content and the way are also different. In real life, all of teachers consider that the award-winning is more better and convenient for children than the normal teaching activities.But this is just the teachers subjective idea, there is no theoretical basis. Therefore, this paper mainly uses the observation method to collect and analyses the data of the teacher- children interaction content and situation in different age of children in the14 award-winning activities and 14 normal teaching activities to find out a difference between the award-winning teaching activities and normal teaching activities, in addition,each of them has its own advantages and disadvantages. Awards teaching activities initiated interactive children less aggressive and less teacher feedback behavior; frequency normal teaching activities of teachers of discipline and more teachers and children refused to form a multi-directional facilities,children calm, feedback conduct more fear.According to investigate the problems behind these differences between teachers,children and environmental factors analysis of the reasons for improving the teacher-child interaction and teaching activities of the two scenarios presented some suggestions from a teacher perspective.The first part mainly demonstrates the reasons of choosing this topic and literature review.The second part mainly talks about the research purpose,research object, research content and research method.The third part mainly talks about the comparative research of teacherchildren interaction in kindergarten between the award-winning teaching activities and the normal teaching activities.The forth part discusses the existing problem and influential elements of teacher-children interaction in award-winning teaching activities and the normal teaching activities.The fifth part demonstrates the suggestions toward existing problems of teacher-children interaction in award-winning teaching activities and the normal teaching activities in kindergarten.