A Research Of Teacher-child Interactionbased On The Middle Class Mathematicsteaching Activities In Kindergarten

Kindergarten Mathematics Education is an important content in the field of science,the effectiveness of the implementation of Kindergarten Mathematics education activities directly affect the overall quality of kindergarten education.The interaction between teachers and children is the interaction behavior of preschool teachers and children in the process of the implementation of the mathematics teaching activities,teacher-child interaction not only helps to form positive relationship between teachers and children,and help children gain emotional experience and rich development of image thinking,logical thinking ability,thus to achieve the goal of Kindergarten Mathematics Education,improve the quality of mathematics education in kindergarten,and lay a solid foundation for further study in other fields.The research adopts the method of purposive sampling and stratified sampling combined with the selected 12 classes in Chongqing city in 6 kindergartens of different properties as the research objects,the theory of symbolic interactionism and human development ecology as the theoretical basis,and based on the kindergarten mathematics activity teaching field,using CLASS classroom assessment scoring system as the research tool,combined with CLASS were observed to score a single implementation of non participant observation,the observed scores were collected from12 video samples,and the data were processed by SPSS17.0 software,on the one hand,to study the relationship between the overall situation and the various dimensions of the kindergarten teaching activities of mathematics teacher-child interaction by using descriptive statistics,correlation analysis the method,on the other hand,by using independent sample T test,single factor variance analysis method to analyze the different nature of the Kindergarten Mathematics Differences in teacher child interaction in teaching activities,in order to study the realistic condition of kindergartenteaching activities of mathematics teacher-child interaction,reveals the main characteristics of teacher-child interaction,and to explore the influencing factors of teacher-child interaction,the feasible suggestions are put forward to improve the teacher-child interaction.Through the analysis of existing data,mainly summarized the characteristics of the kindergarten teaching activities of mathematics teacher-child interaction:1.The interaction between teachers and children presents a positive atmosphere;2.The main role of children should be improved;3.Preschool teachers are less sensitive to mathematics;4.Preschool teachers ignore children’s independent operation and inquiry behavior;5.Preschool teachers neglect the cultivation of children’s mathematical analysis,reasoning and creativity;6."To promote" thinking ability of preschool teachers is insufficient;7.The use of advanced language frequency in mathematics teaching language is low.According to the existing research results,mainly from the following two aspects of subjective and objective to analyze the influence of Kindergarten Mathematics Teaching in teacher-child interaction factors.From a subjective point of view,the teachers’ knowledge of the subject domain,the ability of mathematics teaching and children’s mathematical ability and their own characteristics have a direct impact on the interaction between teachers and children;Objectively speaking,the kindergarten’s teaching management system,kindergarten educational training and class capacity are important factors affecting the interaction between teachers and children.Finally,according to the research conclusion,puts forward relevant suggestions:1.Preschool teachers should respect the personality characteristics and the development of children’s differences;2.Preschool teachers should play the main role of children in mathematics teaching activities;3.Preschool teachers attach importance to the cultivation of children’s ability of mathematical analysis,reasoning and creativity;4.Preschool teachers should generate mathematical sensitivity in practical activities.5.Kindergarten should improve teachers PCK as the core to carry out related education and training;6.Kindergarten should improve the kindergarten teaching management system,create a positive atmosphere,hope to improve the situation of mathematics teaching activities of kindergarten teacher child interaction,so as to promote children’s language,mathematics thinking,cognitive and creative development.