Study On The Current Situation Of Teacher-children Interaction At Special School For Young Children

With the increasing attention of the country to special education,the quality of pre-school special education is also valued by the government,experts and teachers.The interactive quality of teachers is an important part of education quality.High quality teacher and child interaction can improve the enthusiasm,initiative and social skills of special children,reduce behavioral problems,and help children improve their rehabilitation.Research based on the theory of education fairness and children's rights,pay attention to preschool special education teacher young interaction quality present situation,the purpose is to find the preschool special education teacher in the interactive quality of existing problems,and analyze the causes,and put forward to improve our country preschool special education teacher interaction quality advice,to maximum limit promote preschool special young children's growth and development.The first part is the research problem is put forward,this paper introduces the research origin,the teacher interaction,preschool special education of young is induced and generalizes the existing research results,and explains the research methods and significance.The second part is the research design,the reference CLASS interactive classroom assessment system in the United States,combined with the special children's characteristics and actual situation of the course to build a "preschool special education institutions division young interactive watch list" and grading standards,and has carried on the analysis,the reliability and validity of good reliability and validity of.The third part is the analysis of the present status of preschool special education teacher young interaction quality,by observing and analyzing the data of the complementary with teacher interviews,to carding summed up the overall situation,from the emotional interaction,verbal interaction and behavior three dimension analysis of the status quo of preschool special education teacher young interaction quality.The fourth part analyzes the problems and causes of the quality of preschool special education,and puts forward some Suggestions on this basis.There are some problems in the quality of preschool special education teachers,such as lack of teachers' sensitivity,inaccurate instruction language,high control behavior of teachers and so on.This is closely related to the unscientific management of the organization,the lack of professional teachers and the lack of understanding of the professional knowledge.The fifth part is to improve the quality of preschool special education institutions t young interactive suggestion,need from standard organization management and training,improve teachers' professional ability and psychological quality,more ways to promote home connectivity aspects,comprehensively promotes teacher young interaction quality preschool special education institutions.