| With the introduction of programmatic documents of preschool education in China,the positive role of teacher-child interaction in education and teaching is becoming more and more significant.Teacher-child interaction usually consists of verbal and non-verbal forms,which runs through the teaching process,and has an impact on children’s individual development and teachers’ professional growth directly or indirectly.At present,preschool education at home and abroad pay more attention to high-quality teacher-child interaction.However,according to the research in our country,the research on teacher-child interaction in picture book teaching is still insufficient.According to the actual needs of the development of preschool education in China,based on the existing achievements,this paper carries out the research from the perspective of symbolic interaction theory,inter-subjectivity theory and nearest development zone theory.On the basis of the literature method,this paper uses the methods of observation and interview to investigate a provincial picture book demonstration kindergarten An in HN province: first of all,sort out the literature,form the understanding of the interaction between teachers and children,and according to the characteristics of children’s development,determine the four teaching classes of the middle class as the research object,and construct the logical framework of observation and interview.Secondly,enter the observation site and obtain the survey data from four aspects: the subject of teacher-child interaction,the theme of teacher-child interaction,the emotional nature of teacher-child interaction and the interaction between picture book text and picture book extension.Finally,the data obtained are analyzed structurally and qualitatively,such as using SPSS statistical software to analyze the differences of the data of the four classes,summarizing and refining the situation of teacher-child interaction and so on.At the same time,interviews with teachers,on the one hand,obtain more comprehensive data;on the other hand,form mutual evidence with the observation results.In the process of research and implementation,it is found that the main problems of teacher-child interaction in kindergarten include: first,the frequency of teacher-child interaction is less,and the main body of interaction is not balanced;second,the enlightening content of teacher-child interaction is not prominent;third,the positive emotional expression of teacher-child interaction is insufficient;fourth,the arrangement of teacher-child interaction for picture text and extension is unreasonable.The survey found that the causes of the above problems are more complex,therefore,this paper uses targeted analysis of the causes of the problems,including both the theoretical perspective,but also covers the relevant content obtained from the survey.In particular,it should be pointed out that,combined with teacher interviews,we can form a deeper and more hierarchical understanding of the problems and their causes.Based on the double exploration of theory and investigation,this paper forms an effective strategy to improve the quality of teacher-child interaction in kindergarten middle class drawing-book teaching,that is,balancing the subject position in interaction,improving the enlightenment of interaction content,strengthening positive emotional input in interaction,and creating four strategies of high-quality picture book teaching interaction.To sum up,this study makes an exploratory research on the problems,causes and improvement strategies of teacher-child interaction in kindergarten middle class drawing-book teaching,in order to provide some reference for picture-book teaching,middle class teachers and related researchers on the basis of theoretical reflection. |
