Research On The Problems And Countermeasures Of Teacher-child Interaction In Montessori Kindergarten Work

Teacher-child interaction occupies an important position in the kindergarten’s one-day activities.The quality of teacher-child interaction is the core of the quality of the preschool education process.In the process of interaction with teachers,children constantly construct and improve themselves,so that they gradually develop from "natural persons" As a "social person",teachers perform their own educational duties in the process of interacting with children,and constantly reflect on and improve their professional level.For Montessori kindergartens,children’s work is the main way for the Montessori kindergarten’s educational goals to shift from the theoretical level to the practical level.It is an important part of the Montessori kindergarten’s daily activities and an important carrier for teacher-child interaction.In Montessori kindergarten children’s work,effective teacher-child interaction can stimulate children’s life potential and achieve the goal of Montessori education to help children grow up.This research is based on Montessori education theory,symbolic interaction theory,human development ecology theory and learning community theory,and adopts purpose sampling,and selects the work of children in the 6 classes of Y kindergarten in J City to implement standardized Montessori education.Case,with the help of the CLASS classroom assessment scoring system to observe and score the various dimensions and indicators of teacher-child interaction in the work of Montessori kindergarten children.Using SPSS25.0 to carry out descriptive statistics and correlation analysis on the scores of teachers in children’s work,the overall level of teacher-child interaction in children’s work in Montessori kindergartens is obtained.Combining the obtained data,through case analysis and interviews,explore the problems and influencing factors of teacher-child interaction in Montessori kindergarten children’s work,and try to put forward suggestions to improve the quality of teacher-child interaction in Montessori kindergarten children’s work.According to the CLASS classroom assessment scoring system,combined with descriptive analysis of existing data and case analysis of video samples,the study found that the overall teacher-child interaction in Montessori kindergarten children’s work is at the upper-middle level,with three first-level dimensions There is a significant correlation between them.Among them,the emotional support dimension is at the upper middle level.Although the teacher is good at creating a positive atmosphere,but the sensitivity is low;the activity management dimension is at the middle level,and the teacher has a good activity arrangement ability,but lacks behavior management and education arrangement ability;the education support dimension is at the middle level.At the intermediate level,although teachers attach importance to the quality of language demonstration and feedback,they ignore the cognitive development of children.Through in-depth interviews and on-site observations,the research found that the reasons for the above-mentioned problems are mainly due to three aspects: the lack of Montessori’s own educational philosophy,the uneven professional quality of teachers,and the deviation of kindergarten management.Based on the analysis of the problems and influencing factors of teacher-child interaction in Montessori kindergarten children’s work,the author tries to improve the quality of teacher-child interaction in Montessori kindergarten children’s work from the three levels of education concept,teacher and kindergarten.Suggestions: Explore the ways of localization of Montessori education in terms of educational concepts;teachers should clarify the role of Montessori teachers,enhance educational sensitivity,understand the connotation of teacher-child interaction,master teacher-child interaction strategies,respect children’s differences,and provide individualization Support;kindergartens provide multi-level education and training,promote teacher learning community,rationally allocate class size,ensure the effective development of teacher-child interaction,establish a process evaluation system,and improve the education and teaching evaluation system.