| The teacher-child interaction is the interaction between teachers and children,which is an important index to measure the quality of kindergarten education.Children are in an important period of personality and social development.High quality teacher-child interaction can not only meet the needs of children’s subjective development,but also plays an important role in improving the quality of preschool education.In this study,a total of 36 collective teaching activities in the social field in middle class of Z Kindergarten in C City were collected by the targeted sampling method.Non-participatory observation and scoring were conducted based on the Classroom Assessment Scoring System,and SPSS26.0 was used for statistical analysis.At the same time,18 teachers,1 director,2 deputy principal and 1 principal of the kindergarten were interviewed by interview method.The results show that the overall quality of teacher-child interaction in the collective teaching activities in the social field of middle class in Z kindergarten is above the average level.From the three domains of CLASS,the teacher-child interaction quality of Class Organization is the highest,followed by Emotional Support,and the teacher-child interaction quality of Instructional Support is the lowest.There is a significant positive correlation between the three domains.In terms of the content of teaching activities,the teacher-child interaction quality was the highest in social environment and norms,followed by social culture,interpersonal communication,and the lowest in self-awareness.In terms of the teacher-child ratio,the teacher-child interaction quality was significantly higher with the teacher-child ratio greater than 1:10 than with the teacher-child ratio less than 1:10.From the perspective of problems existing in teacher-child interaction,the quality of the dimension of attention to children’s viewpoints and teachers’ sensitivity needs to be improved,the cultivation of teachers’ creativity and thinking ability to children needs to be strengthened,and the teacher-child interaction relationship needs to be enhanced.In terms of recognition of the importance of teacher-child interaction,all respondents believed that teacher-child interaction was important.As for the influencing factors of teacher-child interaction quality,the interviewees think the main factors are: kindergarten training,education concept and teaching evaluation index,teacher-child ratio;The particularity of collective teaching activities in the social field,the preparation and implementation of teaching activities;The teacher’s experience,professional quality and teaching ability,character and teaching style;Children’s character and individual differences,existing experience,class status and middle class children’s characteristics.Therefore,this study suggests that kindergartens carry out training and kindergarten-based teaching research with teacher-child interaction as the theme,and replace training with research,so as to improve the teacher-child interaction quality of Instructional Support areas and self-awareness activities in a targeted way,and improve the educational concept and relevant literacy and ability of preschool teachers.The teacher-child interaction quality should be included in the teaching evaluation index system,and its weight should be increased.Where possible,reduce class size or increase the teacher-child ratio in attendance.Teachers should improve the interactive view of teachers and children and improve their professional quality and teaching ability through independent learning,participation in training and practice reflection.Pay attention to enrich children’s existing experience,create a good interactive atmosphere,encourage children to participate in interaction;In the process of teaching interaction,teachers should pay more attention to the quality of children’s perspectives,enhance the sensitivity of teachers,strengthen the cultivation of children’s thinking and creativity,and build a good teacher-child interaction relationship. |
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