Research On Teacher-Child Interaction Of Different MPCK Levels’ Preschool Teachers’ Play-zone Mathematics Activities

The continuous advancement of the reform of early childhood education in recent years has made the educational concept of kindergarten teachers continue to progress.Kindergarten teachers gradually pay attention to children’s own ideas,respect children’s learning methods,and actively promote the embodiment of the main position of children in early childhood education.More and more preschool teachers want to build a good teacher-child relationship,so as to promote the development of preschool education through active and effective teacher-child interaction.High-quality teacher-child interaction not only requires that preschool teachers have the correct view of education and children,but also form a good teacher-child relationship with children.It also requires early childhood teachers to be able to understand and grasp the development characteristics of young children,be good at grasping the timing and mode of interaction,and be sensitive to the support and assistance that children need when they learn in different subjects.The purpose of this study is to observe the status quo of teacher-child interaction in preschool teachers’ regional mathematics activities,and to analyze the current status of preschool teachers’ regional mathematics teacher-child interaction through qualitative research methods,and put forward corresponding opinions and suggestions on this basis.This study mainly uses observation method,test method and interview method to conduct research.Six classes of teachers and children from Q Kindergarten,Baoding City,Hebei Province,were selected for observation.The teacher-child interaction in the regional mathematics activities was studied.The research results show that the teachers with higher MPCK levels are better at grasping the content of educational knowledge,understanding the educational objects,and applying the educational strategies than the teachers with lower MPCK levels when they are engaged in regional interactions.In terms of the development of mathematical process ability for young children,mathematics metacognition,mathematics learning quality and mathematics core concept education,teachers with high MPCK level are also better than those with lower MPCK level.From the aspects of ensuring regional activity time,teachers’ grasping of interactive opportunities,changing teachers’ observation records from learning stories,and strengthening the pre-service training of field teaching knowledge,we put forward proposals for constructing active and effective teacher-child interaction.