A Survey On The Verbal Interaction Between Teachers And Children In The Kindergarten Play Activities

Teacher-child verbal interaction is an integral part of teacher-child interaction,and good teacher-child verbal interaction can lay the foundation for children’s cognitive development,the formation of learning ability,the improvement of social and emotional functions,and promote teachers’ own professional capacity building.Teacher-child verbal interaction exists in every link of kindergarten education and teaching activities,among which game activities are one of the scenes where teacher-child verbal interaction occurs.Teacher-child verbal interaction will affect the effect and quality of games,children’s play level and experience,and the development of teachers’ practical ability.Therefore,it has certain practical significance for the verbal interaction between teachers and children in kindergarten play activities.This study selected a public kindergarten in Guangzhou City,Guangdong Province,and collects a total of 10 game activities of the small,middle and middle age classes for small,middle and middle age classes,and uses the Flanders Interaction Analysis System as the research tool.After the transcription,the text is formed,coding and forming a matrix analysis table.With the help of SPSS25.0,the card analysis is performed,and the current status analysis of teachers’ young words and interaction with the four dimensions of interactive subjects,interactive content,interaction methods,and interactive situations and analysis of different age classes are obtained from the following research conclusions:1.Teachers and children speech interaction subject: teachers occupy the dominant position of speech interaction,and the teacher’s speech output and initiated speech interaction events are higher than children’s speech and initiated speech interaction events;2.Teacher-child verbal interactive content: The purpose of the verbal interactive content initiated by teachers and children is different,the teacher-initiated verbal interaction coexists with guidance and constraint,mainly "guidance activities","questioning" and "discipline",and children’s initiated verbal interaction initiative and dependence coexist,with "expressing the situation","seeking guidance and help" and "asking" as the mainstay.3.Teacher-child speech interaction mode: In the interactive mode of "teacher questionchild answer-teacher feedback",teachers’ questions and feedback are relatively simple,teachers’ questions are mainly closed-ended questions,insufficient openness,teachers’ feedback is shallow,not expandable enough,and children’s enthusiasm and initiative of teachers are high.4.Teacher-child verbal interaction situation: The teacher-child verbal interaction atmosphere is tense and unharmonious.According to the above research results,the influencing factors include objective factors-the educational philosophy of kindergarten,the ratio of teachers to children in the class,the play environment of kindergarten,and subjective factors-teachers’ professional quality,teachers’ personality characteristics,and children’s personality characteristics.Based on this,the following suggestions are put forward: first,balance the dual subject status of teacherchild verbal interaction;Second,enhance the enlightenment of teachers’ questions and feedback;Third,create a harmonious and harmonious atmosphere of teacher-child verbal interaction;Fourth,improve the professional quality of full-time kindergarten teachers.