A Study On Teachers-children Interaction In Painting Activities At Senior Grade In Rural Kindergarten

The teacher-child interaction in kindergarten has attracted more and more attention,and there is teacher-child interaction in every part of kindergarten’s daily life.Teacher-child interaction is an important way to achieve the goals of kindergarten education and teaching,and is the key to promote the harmonious development of children in many aspects and the continuous specialization of teachers.Kindergarten painting teaching activities are very important in the field of art,and play a very important role in cultivating children’s perception,understanding and creation of beauty.It is found that positive,positive and effective teacher-child interaction is beneficial to children’s physical and mental harmony and healthy development,but also to the development of children’s personality quality,imagination and creativity.In recent years,many researchers have carried out research on teacher-child interaction,but the research on teacher-child interaction in art field is less,and the attention to painting teaching in rural kindergartens is less.In view of this,this study chooses the painting teaching activities of large class in rural kindergartens and studies the teacher-child interaction among them.All the children in 4 large classes and 8 teachers who organize painting teaching activities in A kindergarten of a rural kindergarten in Liupanshui city of Guizhou province were selected as the research objects.The interactive behavior of teachers and children in group painting teaching activities in this kindergarten was studied.The research was divided into four parts.Chapter two expounds the types and nature of teacher-child interaction initiated by different initiators in A kindergarten large-class painting teaching activities,and analyzes the problems of teacher-child interaction initiated by teachers: first,the lack of emotional interaction between teachers and children,the form and content is relatively fixed;second,teachers become the main body of teacher-child interaction,children’s autonomy is difficult to play;third,painting teaching process is lack of inspiration,ignoring the cultivation of children’s creativity;fourth,teachers’ evaluation of preschool painting works is simple and rough,although there seems to be no.The third part analyzes the causes of the problems of teacher-child interaction in rural kindergarten paintingteaching activities from the aspects of teachers,young children and kindergartens: first,teachers’ professional accomplishment needs to be improved and teachers’ teaching concept needs to be updated;second,children’s self-control and early experience are not enough;third,kindergarten painting teaching activities evaluation mechanization.The fourth part,from four aspects to improve the rural kindergarten painting teaching activities between teachers and children: first,organize and carry out teacher training to improve the professional quality of teachers;second,pay attention to process evaluation,pay attention to formative evaluation mechanism;third,pay attention to the interaction of evaluation links,encourage young children to evaluate their works.Fourth,actively carry out home cooperation and co-education,enrich the early experience of young children.