Research On Teacher Feedback Behavior In Kindergarten Language Teaching Activity

Teacher feedback is an important part of teacher-child interaction and an important way to promote children’s physical and mental development.Teachers’ feedback behavior in language teaching activities can not only timely adjust the progress of activities,but also provide children with more relevant knowledge and promote the development of children’s cognition,thinking,emotion,language expression and other aspects.In addition,teacher feedback behavior also affects the professional development level of teachers themselves.At present,there are few researches on teachers’ feedback behavior in language teaching activities in kindergartens.This study takes language teaching activities as the background to conduct an in-depth study on teachers’ feedback behavior in language teaching activities.The purpose is to understand the overall situation of teachers’ feedback behavior in this kindergarten,explore the differences of teachers’ feedback behavior under different background variables,find the existing problems of teachers’ feedback behavior,analyze the factors affecting teachers’ feedback behavior,and explore effective suggestions for improving teachers’ feedback behavior in language teaching activities.This study mainly used non-participatory observation to analyze the language teaching activities of 14 teachers in S Kindergarten in Jiaozuo City.A total of 826 times of teachers’ feedback behaviors were collected,and semi-structured interview method was used to interview the teachers.Observation records were made from four aspects of teacher feedback object,feedback method,feedback direction(content direction,character direction)and feedback type.Excel and SPSS.25 tools were used to sort out and analyze teacher feedback behavior.This study makes a descriptive analysis of the overall situation of teacher feedback behavior in language teaching activities,and analyzes the differences of teacher feedback behavior under the background variables of teaching age and different triggering subjects.It is found that the overall situation of teachers’ feedback behavior is as follows: On the feedback object,the teacher prefers a single child.In the way of feedback,teachers seldom use non-verbal feedback;In the direction of feedback content,teachers tend to answer the results of children.In terms of feedback character orientation,teachers tend to be extroverted children;In terms of feedback type,teachers mainly give priority to positive feedback.The differences of teachers’ feedback behavior under the teaching age background variable are as follows: there is no significant difference between novice teachers and experienced teachers in the selection of feedback objects and feedback behavior mode;Novice teachers and experienced teachers have significant differences in the direction of feedback content and feedback character;There are extremely significant differences between novice teachers and experienced teachers in the use of feedback types.The differences of teachers’ feedback behavior under different triggering subject background variables are as follows: there is no significant difference in the selection of feedback objects under different triggering subjects.Teachers under different triggering subjects have extremely significant differences in the way of feedback behavior,the direction of feedback content,the direction of feedback character and the application of feedback types.Based on the analysis,the following three problems exist in teacher feedback behavior in language teaching activities:teachers’ feedback content points to narrowing;Low fairness of feedback behavior;Lack of quality feedback types.Based on the in-depth analysis of teacher feedback behavior based on teacher interviews,it is found that the factors affecting teacher feedback behavior mainly focus on preschool teachers and kindergartens:teaching evaluation system and activity duration affect the direction of feedback content,teachers’ questioning preference affects the fairness of feedback behavior,and teachers’ practical knowledge and feedback language expression habits affect the application of feedback types.The researchers put forward the following five suggestions for improvement: first,implement the child-oriented,moderate control and guidance;Second,improve the teaching evaluation system,reasonable arrangement of activity time;Third,abandon the preference of asking questions and enhance the sense of fairness;Fourth,enrich teachers’ practical knowledge and improve teachers’ feedback level;Fifth,improve teachers’ language cultivation in multiple ways and optimize the quality of feedback.