The Analysis Of Teacher-children Interaction During Senior Kindergarten Mathematics Activity In Rural Area

Teacher-child interactions have always been an important research topic of kindergarten teaching activities, especially when pre-school education draws more and more public attention now, which makes its significance in study more obvious. Kindergartens have different activities in which math activities are very important,because math is one of core curriculums through the whole student days. The sprout and development of math ability in kindergarten will exert a positive influence on the future learning. So it is necessary to study Teacher-child interactions in math activities.In this study, I take four kindergartens in Xian An district Xian Ning as examples, collecting math activities of eight top classes in kindergarten. Base on Flanders Interaction Analysis System, I analyze teacher-child interaction by observing video recording and analyzing coding activities, combining with deficiencies of document analysis, observing methods and talking methods, so as to guarantee the accuracy of the study.The article consists of six parts:this first part is the introduction that mainly describes the question and the significance of the study, highlighting the importance of the study by expounding the significance of math activities, teacher-child interaction and rural kindergartens.The second part is a research review that defines the relevant concepts, making a review on teach-child interaction of math activities in rural kindergartens.The third is research objectives and methods that point out the main objective is to analyze the teach-child interaction of math activities in rural kindergartens, find out the reasons and put forward practical suggestions. With Flanders Interaction Analysis System, document analysis, observing methods and talking methods, I analyze teacher-child interaction, fully exploiting advantages of quantitative research method and qualitative research method.The fourth part is result and analysis that include sample comparative analysis and sample integrated analysis. The study revealed that the main problems on teacher-child interaction here include inactive participation, tense activities atmosphere, more direct controls from teachers, low ratio of children language, low initiative, more closed-ended questions and low effectiveness of asking questions.The fifth part is the analysis of reasons from the perspective of teachers, children and parents. The study points out that the main reasons include lacking teachers’ correct notion of teacher-child interaction, teachers’ professional quality, guarantee of teachers’ treatment and family education and wrong parenting ideas.The last part is suggestions for improvement, which put forwards practical and feasible solutions to the above-mentioned parts. The study suggests that teachers actively participate in on-job training to improve their professional qualities and timely make reflection to explore effective interactive ways and strengthen links with urban kindergartens and regularly carry out family activities and make more efforts to improve status quo.