H Research On Teacher Child Interaction Kindergarden Language Activities

In kindergarten,language teaching activities are part of a daily education that accommodates both the language learning requirements of young children and allows them to stimulate their communication potential to a great extent.At the kindergarten education level,children’s language skills can be developed through good teacher-student interaction,which is also of great importance for improving the quality of preschool education.For kindergarten,the meaningfulness of the teaching activities carried out depends on whether the interaction between teachers and children is an effective one.Teacher-child interaction includes many forms and contents,among which the interaction between verbal communication is the most obvious.For kindergartens to carry out various activities successfully,verbal interaction must be a prerequisite,and verbal communication is likewise a major component of the quality of preschool education.Therefore,the quality of teacher-child interaction is often complemented by the effectiveness of language teaching activities.In this study,the language activities of a kindergarten in H city,Hebei province,were selected as the research object.The CLASS system research method was used to evaluate and compare teacher-child interactions of high and low quality,analyze the current situation,explore the problems in teacher-child interactions and analyze the causes,and propose relevant strategies to provide some reference for the development of teacher-child interactions in kindergarten language activities.The results of the study showed that the teacher-child interaction in kindergarten H’s language activities was at a moderate level,with the "emotional support" dimension showing a good level and the "educational support" dimension being moderately low.The teacher’s professionalism was not significant.By comparing the high-quality teacher-child interactions with the low-quality ones in the sample,we explored the similarities and differences and analyzed the reasons for them,and summarized the problems of teacher-child communication in the language teaching activities of the six teachers in the kindergarten as follows: the language education activities in the kindergarten showed a positive atmosphere in general,but the teachers focused too much on the transmission of knowledge and experience and neglected the integration of children’s knowledge and the cultivation of creativity;the quality of feedback and language The quality of feedback and language demonstration is also relatively low;not enough attention is paid to children’s subjectivity,etc.Some solutions are proposed: teachers need to respect children’s language development and individual differences;improve their own language expression and teacher modeling skills;actively promote the development of children’s language cognitive skills;and gain support from multiple stakeholders.