| Kindergarten Mathematics Education(Hereinafter referred to as KME)is an important way to promote the development of children’s thinking.At this stage,mathematical collective teaching is a significant form of educational organization in the KME in our country.It not only enables the whole class to receive certain mathematics education,but also guarantees the sequential and systematic of KME.In mathematical collective teaching of kindergartens,effective teacher-child interaction activities(Hereinafter referred to as TCIA)can promote the overall development of children’s mathematical concepts and abilities,and the quality of TCIA directly affects the realization of the goals of mathematics education.This research focuses on improving the quality of TCIA in the mathematical collective teaching of kindergartens.It penetrates deeply into the site of kindergarten teachers’ mathematics collective teaching activities and the site of improving the quality of TCIA.Based on the real situation of the kindergarten mathematics collective teaching activities and the real professional development situation of kindergarten teachers,the Classroom Assessment Scoring System(Hereinafter referred to as CLASS)is used as the research tool,with a novice teacher and an adaptive teacher as the main research object,four kindergarten mathematics collective teaching activities and the action research on improving the quality of TCIA are carried out.Through action research to explore the influence factors,and improvement strategies of the quality of TCIA the mathematics collective teaching activities of kindergarten teachers and explore the process and strategies for kindergarten teachers to improve the quality of TCIA in the form of teaching and research groups using the CLASS.The study found that the evaluation function of the CLASS and the teacher-child interaction knowledge contained in the operation guide can effectively support the quality improvement of the mathematics collective teaching activities of the novice teacher and the adaptive teacher.The improvement of the two teachers in classroom organization is the most significant.This research believes that the maturity of the design and preparation of mathematics collective teaching activities,the teacher’s concept of teacher-child interaction,the teacher’s procedural teacher-child interaction ability level,the teacher’s mathematics PCK level and the number of children participating in the activity,etc.,will have an impact on the quality of teacher-child interaction in mathematics collective teaching activities in multiple fields and indicators.Further,from the design stage and implementation stage of mathematics collective teaching activities,a number of strategies to improve the quality of teacher-child interaction are proposed.In addition,this research also discussed the process of teachers using CLASS to support the improvement of the quality of teacher-child interaction in mathematics collective teaching activities,and explored the main role of CLASS in it and the problems that teachers may encounter in this process.Finally,several strategies are provided for the effective use of CLASS to support the improvement of the quality of teacher-child interaction in mathematics collective teaching activities. |
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