A Case Study Of Teacher-child Interaction In Picture Book Teaching In Middle Class Of Kindergarten

The teacher-child interaction is an essential part of kindergarten daily life,which has a significant impact on children’s behavior acquisition,social development,emotional attitude and so on.As an important indicator of kindergarten teaching quality evaluation,teacher-child interaction has been paid more and more attention by preschool education experts.It is common for Chinese scholars to study teacher-child interaction,which covers various teaching fields.However,there are few studies on teacher-child interaction in picture book teaching.With the further development of education reform,the teaching methods and contents of picture books are increasingly diversified.With the improvement of the quality of picture book research at home and abroad,high-quality picture book resources continue to emerge,and picture book teaching has entered the current field of kindergarten education on a large scale.In view of this,this study from the Angle of the picture books teaching research young interaction,and choose the kindergarten middle shift X as the research object,mainly by observation,interview,case analysis,the division of middle class in X kindergarten picture books teaching activities through the case study of young interaction into the kindergarten teaching scene,strive to explore t young interactive nature to improve the quality of picture books teaching classroom young interaction.Based on the relevant theories of teacher-child interaction and picture-book teaching,this study observes and analyzes the current situation of teacher-child interaction in the picture-book teaching of middle class in X kindergarten,intends to collect relevant contents of the picture-book teaching and teacher-child interaction in this class,analyze the existing problems,and put forward practical solutions.Through the analysis of the current situation of teacher-child interaction in the picture-book teaching activities,the following problems are summarized.On the subject of teacherchild interaction,teachers have strong authority,and children’s dominant position is not prominent enough.In terms of teacher-child interaction content,knowledge objectives are emphasized,while age characteristics of children are ignored.In the process of teacher-child interaction,individual differences of children are ignored.In terms of teacher-child interaction mode,teachers initiate more interactions and lack of two-way teacher-child interaction.In the interactive media,teachers rely too much on multimedia,and the interactive effect is not good.In view of the emergence of the problem in X Kindergarten,this research tries to analyze three aspects: individual teachers,individual differences of children and kindergarten management system.