A Study On The Relationship Between Teacher-Child Relationship And Children's Active Learning

Active learning quality is an important factor affecting human's all-round development and lifelong learning.Therefore,it is necessary to start from the doll and cultivate the habit of active learning for young children.Teacher-child relationship is one of the main interpersonal relationships of young children and plays a vital role in the development of children's body and mind.Therefore,the correlation analysis between kindergarten teachers and children and the active learning level of children is an effective condition for improving the quality of teachers and children and the active learning level of children.It is an urgent need for kindergarten education.This study used Pianta's Teacher-Child Relationship Scale and Liyan Huo's "Pre-school Children's Active Learning Key Development Indicator System" to conduct a questionnaire survey of kindergarten teachers in 8 kindergartens in Y District of L City.At the same time,they selected 1 of them.The kindergarten conducted field observations and conducted non-structural interviews with the subjects to obtain more realistic information.Finally,using the literature method,questionnaire survey method,observation method and non-structural interview method,the status quo of kindergarten teachers and children and the active learning level of children in Y District of L City were investigated.The correlation between the two was analyzed by SPSS21.0.Through the analysis and collation of data and data,this study mainly draws the following three conclusions: First,the overall scores of the teacher-child relationship and the active learning status of children in the kindergartens of Y District of L City are at a high level,and The difference level is shown in different demographic variables.Secondly,the intimate teacher-child relationship and the five dimensions of active learning of children are positively correlated;the conflict-type teacher-child relationship is active in exploring and actively interacting.The dimension is positively correlated with it;while the dependent teacher-child relationship is negatively correlated with the five dimensions of active learning for young children.Third,the teacher-child relationship and the active learning of children have higher predictive ability to each other,but different dimensions.In terms of its ability to predict.