Research On Teacher-child Interaction In The Art Class Of Secondary-Class Children

Kindergarten art education ES an important content in the field of art.The teacher-child interaction in art teaching activities of kindergartens ES a two-way interpersonal communication between teachers and children based on art teaching.High-quality teacher-child interaction ES not only conducive to cultivating children's artistic aesthetic ability and artistic creation ability,but also can promote the comprehensive and harmonious development of children's cognition,emotion,language,thinking and society.A good teacher-child relationship can promote the efficiency of art teaching activities and thus improve the quality of art education in kindergartens.This study selected the Shanghai two public kindergarten secondary class each 3,a total of six secondary class as the research object of this study,with the CLASS classroom assessment scoring system as a research tool,using the CLASS observed score sheet to the participatory observation,taken to 33 effective art teaching video to observe ratings,and USES the SPSS19.0 statistical software for data processing.First,descriptive statistics are used to analyze the overall quality of teacher-child interaction in art teaching activities of secondary classes of kindergartens;second,correlation statistics are used to investigate the correlation between teacher-child interaction scores in art teaching activities of secondary classes of kindergartens in all dimensions of CLASS.Based on data analysis and art teaching cases,this paper discusses the characteristics and influencing factors of teacher-child interaction in art teaching activities of primary classes,and puts forward feasible Suggestions to improve teacher-child interaction in art teaching activities.Through the collation and analysis of collected data,the main characteristics of teacher-child interaction in art teaching activities of secondary classes in kindergartens are summarized: 1.Teacher-child interaction presents a positive atmosphere,but teachers are generally sensitive,paying little attention to the different children;2.Teacher-child interaction ES mostly teacher-led,and children's dominant position needs to be improved;3.Teachers pay attention to the results of teaching activities,ignoring the diversity of teaching forms and materials;4.In teacher-childinteraction,teachers lay emphasis on the connection with real life,neglecting training the ability of analysis and reasoning;5.With the absence of the cultivation of creativity,the interaction between the teacher and children ES more mechanical;6.The teacher's language demonstration function ES not good,and the feedback quality ES mediocre.In terms of influencing factors,the author analyzed them from four dimensions:teacher level,child level,kindergarten level and social level.At the teacher level,the education concept,art professional quality and teaching ability of teachers are the primary factors influencing the quality of teacher-child interaction in art teaching activities.The level of children,their individual characteristics and early art experience are important factors influencing the quality of teacher-child interaction in art teaching activities.At the kindergarten level,kindergarten teaching management system and art teaching evaluation standard are the institutionalized factors influencing the quality of teacher-child interaction in art teaching activities.At the social level,the existing utilitarian education orientation has a negative impact on teacher-child interaction in art teaching activities.Finally,according to the research results,in order to improve the teacher-child interaction in art teaching activities of secondary classes,the following education Suggestions are proposed :(1)teachers should establish an equal teacher-child interaction concept and play the main role of children;(2)Teachers should create a relaxed and free creative atmosphere and psychological environment for children;(3)teachers should improve teaching sensitivity and timely provide scaffolds for children;(4)Teachers should improve their professional quality and teaching ability and play a role in language demonstration;(5)kindergartens should actively improve the teaching management system.