A Study On The Current Situation Of Teacher-Child Interaction In Regional Activities

In February 2022,the Ministry of Education issued the Guidelines for Quality Assessment of Kindergarten Nursery Education,which gave specific interpretation and guidance to teacher-child interaction,making many researchers focus their attention on teacher-child interaction.The "Kindergarten Working regulations" issued by the Ministry of Education also pointed out that kindergartens should take games as the basic activities.In our country,regional activities with game as the basic form have become the normal teaching activities in most kindergartens.Based on FIAS,the research analyzes the relationship between the teacher and child interaction in kindergarten regional activities,such as emotional atmosphere,teacher speech structure,teacher activity tendency and teacher and child interaction question type.In order to avoid the mechanical nature,the qualitative research method of observation method is used to explain the analysis results of Fredian system,which is also an appropriate supplement to the non-verbal teacher and child interaction.Through the Freund system quantitative analysis and case study,the teacher-child interaction in kindergarten regional activities presents unstable emotional atmosphere;Teachers talk a lot,teacher-child interaction has control;Teachers’ speech tends to have indirect influence;The interaction is dominated by open questions and answers.The case explains the quantitative results of the Freund system,which are basically consistent with the qualitative research results.Based on quantitative research and cases,the deep problems existing in this situation are analyzed.First,there are differences in the emotional atmosphere of teacher-child interaction among different teachers,and the emotional atmosphere is unstable.Second,there is control in teacher-child interaction.Teachers control the goal,process and content of teacher-child interaction and rob children of the opportunity to solve problems independently.Thirdly,the interaction is mainly indirect,but the teacher’s questioning strategy is not good,which cannot effectively expand children’s experience;Fourthly,the interaction modes are diverse,some teachers lack educational intelligence,the activity guidance in different categories lacks pertinence,the guidance measures for children of different ages are undiversified,and there is a lack of relevant post-service training.According to the research results,in order to better implement the teacher-child interaction in regional activities,in practice,teachers should use a variety of emotional expression ways,observe the emotional changes of children,better achieve high-quality teacher-child interaction in regional activities,and promote the constancy of emotional atmosphere in the interaction.Respect children’s dominant position,encourage children to explore independently,acquire new knowledge,give children more opportunities to solve problems and self-expression;Consolidate the guiding role of indirect influence,take material and interpersonal environment as the media,strengthen the guidance of indirect influence,let children actively explore,improve the questioning strategy,and effectively expand children’s experience;Improve the quality of teachers and strengthen kindergarten-based training.