A Study Of Teacher-Child Interaction Based On The Situational One Day Activity Between The Urban And Rural Kindergarten

Every teacher-child interaction has been building and developing themselves, making them developed from natural person become "social person" gradually. Teachers form and perfect their education idea in the interaction with child.The interaction quality as the important symbol to measure the kindergarten education quality of teaching, and teacher’s professional ability.Studies have found that, the domestic research about teacher-child interaction mainly focuses on the division of the importance of early childhood development, division the typeand pattern of the interaction, the influencing factors of teacher-child interaction and how to effectively promote quality of teacher-child interaction, etc..There are many kinds of claims about how to effectively detect the interaction quality and the research methods are mainly composed of observation method. There are many evaluation tools. But foreign researchers has developed many tools in the the quality of the teacher-children interaction research.The CLASS(Classroom Assessment Scoring System) is one of the widely used to assessment the teacher-children interaction in kindergarten through third grade classroom, the effectivenes and applicability were confirmed. The domestic research also begin to introduce and use this tool to research the teacher-children interaction of teaching activities in the kindergarten. Based on the comparative study of urban and rural division young interaction as an entry point can more systematic and targeted to analysis of teaching quality gap between urban and rural areas, to promote teachers, especially rural preschool teachers’professional ability. Meanwhile, this study hopes to use the CLASS under different situation in kindergarten day life (the life activity, the collective teaching activities, regional activities, sports). Study desire to use a new angle to analyze the status of guangxi urban and rural kindergarten interaction’s problems. It will give some new references for the improvement of teaching practice.The general interactive ability of teachers hold a medium low level concerning"emotional support (ES) ","instructional support (IS) ";a medium level as for "classroom organizational (CO) ".In different activities, teacher-child interaction was obviously different in three dimentions.In "instruction support (IS) ", scores of the collective teaching activities were higher than anyother activities, regional activities secondly. The level of the teacher-child interaction between urban and rural kinderten was different which showed that the urban was higher than the rural through three dimentions.Under the CLASS, teacher-child Interaction’s level difference of different age class is not significant.Research chooses 4 kindergartens in Guilin of Guangxi, including 2 city kindergartens and 2 town kindergartens, randomly selected 24 teachers. The disparticipatory observation has be used in these teachers and classroom. The study on the CLASS of the three basic dimensions,"emotional support (ES) ","classroom organizational (CO) "and "instructional support (IS) ".It is for the overall and different condition of the current kindergarten teacher-child interaction between urban and rural areas in Guangxi,different activities situation teacher-child interaction as well as urban and rural kindergarten Research conclusion is as follows: 1.The harmonious teacher-children interactive atmosphere.But the process is unbalanced. 2.The city of teachers " Pay attention to form, Ignore the content," in the teaching activities.3.Teacher-child interaction quality of rural kindergarten is lower than city’s.4.The level of teacher-child interaction between urban and rural areas are difference to be markedly.5.Teacher-child interaction of different activity situation is obvious difference.In conclusion, the study puts forward the relevant measures and Suggestions for improvement:1.establish new teacher young interactive relationship;2.Improve the rural preschool teachers’ professional quality, expand the approaches of rural preschool teachers’ professional development;3.Improve the rural preschool education teaching environment for teachers’ growth "burden";4.To establish a long-term effective kindergarten regional cooperation between urban and rural areas development path.