A Study On Teacher-Child Speech Interaction In Kindergarten’s Life Activities

Teacher-child speech interaction refers to the interpersonal interaction between teachers and children in kindergarten educational contexts in which speech is the main form of expression,it is an important component of teachers’ practical wisdom and is of great significance for improving the quality of preschool education.Kindergarten life activities contain a large number of non-teacher-led contexts,which provide good conditions for teachers and children to carry out speech interactions.High-quality teacher-child speech interactions can promote the smooth development of life activities and make the educational goals of life activities fully realized.Based on this,teachers and children in nine classes in Y Kindgarten in Changsha were selected as the subjects of this study to investigate the real situation and characteristics of speech interaction between teachers and children in life activities,analyzes the problems and causes of speech interaction between teachers and children in life activities,and put forwards appropriate countermeasures and suggestions.This study mainly used non-participant observation to collect a total of 90 videos of life activities in junior,middle and senior classes in Y Kindergatren.After extracting the teacherchild speech interaction events from the videos,a total of 1431 cases of teacher-child speech interaction events were obtained.Through coding statistics of teacher-child speech interaction events and analysis of specific teacher-child speech interaction cases,the real situation and characteristics of teacher-child speech interaction in life activities were analyzed in three dimensions: content of teacher-child speech interaction,nature of teacherchild speech interaction,and results of teacher-child speech interaction.The research results show that there are some problems in the teacher-child speech interaction in kindergarten life activities as follows:(1)There is a subject imbalance in the teacher-child speechinteraction in life activities,the children’s main position in the interaction is missing,and the dialogue space between teachers and children is narrow.(2)Teachers’ controlling words in life activities are too much,and the content of the teacherchild speech interaction is single.(3)Teachers present a lot of neutral emotions in the process of teacher-child speech interaction,and there is a lack of positive emotional output and feedback.(4)The feedback of teacher-child speech interaction in life activities was poor and the interaction was ineffective.The researcher combined on-site observations and interviews with teachers to explore the causes of the problems at both subjective and objective levels,and found that teachers’ professionalism,the educational context of life activities,and teachers’ professional development support were important factors affecting the development of teacher-child speech interaction in kindergarten life activities.Based on the above findings,this study proposes the following educational suggestions:(1)Build a two-way interactive relationship between teachers and children and expand the space for teacher-child dialogue in life activities.(2)Pay attention to children’s realistic needs and enrich the content of teacher-child speechinteraction.(3)Increase the output of positive emotions and create a good atmosphere for teacher-child speech interaction in life activities.(4)Strengthen the effective response to children’s speech interaction and improve the feedback level of teacher-child speech interaction.