A Research Into The Situation Of Teacher-child Interaction In Kindergarten’s Mathematics Teaching Activities

The teacher-children interaction refers to the interaction between teachers and child,which have a certain degree of influence for education teaching activities,and its level is relate to the quality of teaching activities.The teacher-child interaction to some extent plays a decisive role in the quality of mathematics teaching activities,and that affects children’s emotions and feelings.This study selected four large classes of a kindergarten which in Chongqing as the research object of this study,with the CLASS system as a research tool,using this system observed score sheet to the non-participatory observation for data processing.Firstly,analyzing the overall quality and the ten dimensions in three fields of the CLASS system of teacher-child interaction in math teaching activities by descriptive statistics;secondly,investigating the frequency distribution of the score of teacher-child interaction.According the data analysis and the cases of large class mathematics teaching activities,the author discusses the problems existing in the eacher-child interaction in the large classes mathematics activities,analyzes the influencing factors,and puts forward some relavant advices for making the current situation better.Through the reorgnization and analysis of data from the caculation,the author has the following findings: Firstly,teacher-child interaction in the mathematics teaching activities of large classes in kindergartens is at a medium level;Secondly,there are differences in the three fields of the interaction.The highest dimension is emotional support,the second one is activity organization,and the last one is educational support,and each of them is at the average level.However,there are the problems existing in teacher-child interaction: firstly,teachers’ sensitivity is only fair;secondly,teachers focus less fervidly toward children;Thirdly,teachers have a strong control over children in the activity;Fourthly,the teaching and learning arrangement ability of teachers needs to be improved;Fifthly,teachers lack the ability to promote children’s mathematical cognitive development;Sixthly,teachers’ quality feedback mechanized,lack of back and forth feedback;Seventhly,teachers language models are less openness,use less high-level languages.In terms of the influencing factors,the author mainly analyzes the aspect of teachers.The teacher-child interaction is affected by the traditional concept of teacher’s dignity,teachers’ accomplishments of teacher-child interaction,teacher’s grasp of the core experience of child’s mathematics learning and development,and teachers’ mathematics teaching ability etc.Finally,through the given research results,To improve the current situation which in teacher-child interaction while teaching math in kindergarten,the following advices are proposed: Firstly,teachers should their old educational sense and pay attention to the views of children;Secondly,teachers should improve their professional quality about mathematics,and then imoprove their teaching sensitivity;Thirdly,teachers should provide kids timely and aptly support to promote their thinking and then improve the quality of feedback;Fourthly,teachers should improve their own teaching ability,and give play to the role of language demonstration;Fifthly,regulations of teaching administration and evaluation system in kindergartens should be adjusted.