Research On Present Situation Of Teacher-child Interaction In The Transition Link Of Large Classes

The transition plays an important role in everyday life in kindergarten,which cannot be ignored.Although the time is scattered,it is pregnant with a large number of educational opportunities.Tao Xingzhi once proposed: Life is education.Children can learn knowledge not only in the collective education,but also in the transition,which provides the conditions for their free exploration and discovery.In this time period,teachers are not onlookers,but guides and pioneers of children's good behavior and thinking.In the transition,high-quality interaction between teachers and children can not only help children reduce the time of passive waiting,but also promote their physical and mental development.Based on the domestic and foreign conclusions on the teacher-child interaction and the transition,this research collects teacher-child interaction events in the transition,by using observation,interview,and case analysis,in the senior class of Q kindergarten in Baoding,which reveals the situation and evaluates the quality of the transition in the senior class of kindergarten.It is found that the following problems exist in the transition of teacher-child interaction in the senior class of Q kindergarten in Baoding through analysis.First,teachers pay little attention to children in the transition.Second,teachers provide less educational support in the transition.Third,the form of teacher guidance activities is single in the transition.Fourthly,teachers' understanding of the transition link is not clear and their ideas are old.Then,the researchers analyzed the influencing factors of these problems: First,the teachers' professionalism and the cognition of the transition.Second,the differences among the children's individual needs.Third,the length of the transition and the organization.Fourth,whether the class environment can be fully used in the transition.Aiming at the problems and the analysis of the reasons in the transition of teacher-child interaction,the researchers put forward related suggestions: teachers update their knowledge of the transition and improve their professionalism;pay attention to the individual differences and mental states of the children;innovate the guidance in transition;teachers strengthen thereflection on teacher-child interaction in the transition link and enrich the role positioning of teachers.