Research On Teacher-children Interaction Of Mixed-age Education

Kindergarten mixed-age education made up for the inadequacy of the one-child family education, and has important impact on development of the children’s cognitive development, social development, emotion development. This research mainly adopts four methods,the literature method, observation method, interview method, case analysis methods, to study the teacher-child interaction under mixed-age education situation.This papar applies Flanders interaction analysis system, through analysing the interactive emotional atmosphere under mixed age education situation, the classroom speech structure of teacher-child interactive, the speech interactive tendency of teacher-child interactive, the quantitative analysis of the question types for teacher-child interactive, to find the unstable and tension interaction emotional atmosphere in mixed-age education situation; to find the imbalance in the structure of words, the teacher words as the leading factor; to find the uneven tend in teachers’ interactive words, mostly adopting the way of a direct impact.Researchers bases quantitative research, through study the 《Xiaoxiao he shui》 case, found it mactches quantitative research conclusion. At the same time,they also analysis the deep reason of this conclusion, first, the class children allocation proportion is imbalanced; Second, multiple interactive mode, the teacher faces huge challenges; Third, home interactive was too hard, lack of parental support.According to the results of the study, mixed-age education mode is in mature development, it is necessary to carry out mixed age education in our kindergarten, in order to better implement the teacher-child interaction in mixed-age education, in practice, teachers should use various emotional expression, to promote the stability of the emotional atmosphere in the interaction; Should make children’s language development as their goal, to give children more opportunities to express themselves; and teachers should give more promotion to young children’s peer interaction, pay attention to the leading effects of indirect effects. at the same time, to reasaonablely allocation the rate of young children, improve teachers’ professional quality, make mixed age interaction permeation to every link of daily life; Give full play to the parents resouces in interactive and make multivariate integration.