The Study Of Teacher-child Interaction Behavior In The Kindergarten Regional Activities

Teacher-child interaction plays an important role in the education quality of childr en,teachers and even kindergartens.The subject of the teacher-child interaction is teac hers and children,and the characteristics of the subject object of each kindergarten are different,so targeted selection of research objects,in order to better analyze the curr ent characteristics of the interaction between children and teachers,according to the sp ecific regional activities to analyze the factors affecting the interaction between childre n and teachers,and put forward the corresponding education strategy.In this study,tw o teachers and 74 children in the class of teachers in G kindergarten in zhangjiakou c ity,which has a large number of regions,were selected as research objects.The purp ose of this study was to analyze the current situation and characteristics of teacher-chi ld interaction in the regional activities of G kindergarten in zhangjiakou city,and to d iscuss the specific impact of teacher-child interaction on the development of children a nd teachers.Based on the research on G kindergarten in zhangjiakou city,factors affect ing the interaction between teachers and children in the regional activities of this kind ergarten were explored,and educational Suggestions were put forward for the establish ment of positive and effective interaction between teachers and children in this kinderg arten.In the research process,the interaction between children and teachers in regional activities was mainly recorded by observation method.Through 3 months of actual ob servation,a total of 388 interaction events between children and teachers were collecte d.The interactive behavior events were coded,and the current situation and characteri stics of the interaction between teachers and children in G kindergarten in zhangjiakou city were summarized through data analysis.In the process of observation,in order t o understand children’s needs and teachers’ understanding,understanding and confusion of teacher-child interaction,interviews were conducted with children and random and regular interviews were conducted with teachers.When summarizing the characteristics of the current situation of teacher-child interaction,the corresponding typical cases ar e extracted to explain the real situation behind the data,and combined with the interv iew content,the case of the analyst’s interaction with children.By sorting out the collected data of teacher-child interaction behavior,the followi ng points are found.First,children are relatively autonomous in the region,and they t end to initiate teacher-child interaction actively.Second,the interactive theme initiated by teachers in regional activities is mainly to guide children’s activities and restrain th eir discipline.The interactive theme initiated by children is mostly to express the situa tion and complain to teachers.Third,teachers present the most positive emotions in th e teacher-child interaction,while children show more peaceful emotions.Fourth,teache rs communicate information to children with language as the main interactive way in regional activities.In addition to using language to communicate and interact with teac hers,children often express their ideas and needs with some body movements.Fifth,i n the results of teacher-child interaction,children tend to passively accept the teacher’s interaction,while teachers actively accept the interaction initiated by children.Throug h specific cases and interviews of teacher-child interaction,it is found that teachers’ professional quality and children’s characteristics,as well as the material environment an d spiritual environment affect the effectiveness of teacher-child interaction.In view of the above conclusions,it is proposed that to improve the effectiveness of teacher-child interaction,we should first respect children’s subjectivity.Secondly,creating a good s piritual environment is conducive to the interactive and harmonious development of tea chers and children.Thirdly,teachers should take observation as the basis of teacher-ch ild interaction in regional activities.In addition,teachers should participate in children’s activities to understand their cognition and needs.Finally,teachers should constantly improve their own quality,learn more professional knowledge,correct understanding of children.