A Study On The Quality Of Interaction Between Teachers And Children In Collective Language Teaching Activities In Kindergartens

Teacher child interaction refers to the various forms,properties,and degrees of interaction and influence that occur between teachers and young children.In kindergarten language collective teaching activities,the quality of teacher child interaction is related to the acquisition of children’s sense of security,the establishment of peer relationships between children,and the professional growth and development of teachers.It is of great significance for the development and application of educational synergy.Currently,the main research on teacher-child interaction has found that teacher language demonstration helps children develop activities,learning,emotions,and emotions.So,in language collective teaching activities,how do various aspects of teacher-child interaction behavior affect their development? To address this issue,this study observed and recorded the characteristics and influencing factors of teacher-child interaction in the language collective teaching activities of Class H of C Kindergarten in Huizhou City,Guangdong Province.Through data statistics and case analysis,the study identified problems in relevant indicators and proposed targeted suggestions and strategies from four aspects: educational environment background,children’s psychological needs,etc,To provide some reference for improving the quality of teacher child interaction in language collective teaching activities in kindergartens in China.To reveal the quality of teacher-child interaction in the current language collective teaching activities of kindergarten large classes,this study is based on the theory of comprehensive and harmonious education,constructivist learning theory,and effective teaching theory.Taking H large class of C kindergarten in Huizhou City,Guangdong Province as an observation case,data on the language collective teaching activities of the class are collected through centralized observation and video recording,and analyzed using the Class classroom interaction evaluation system;And collect basic attitudes,opinions,and behavioral evaluations of teachers towards interacting with children in language collective teaching activities through interviews for research.The research results found that:1.The overall quality of teacher-child interaction in the language collective teaching activities of Class H is relatively stable,with an overall average level;2.There are differences in the quality level of teacher child interaction in different types of language collective teaching activities.From the perspective of scores,the specific manifestations are: listening and speaking games>early reading activities>conversation activities>narrative activities>literary appreciation activities;3.Teachers’ interactive behavior with children in language collective teaching activities shows that they are good at creating a positive atmosphere and paying attention to children’s emotions;Low attention to the needs of young children and weak sensitivity;The equality of interaction is weak,and the sense of teacher leadership is strong;Relying on language transmission and neglecting the expansion of young children’s thinking.4.There is a significant difference in various indicators of teacher-child interaction in the language collective teaching activities of the H class: the emotional atmosphere performs best,but the teacher’s sensitivity and respect for students’ viewpoints are still significantly lower than the positive and negative atmosphere indicators;The overall level of class management is above average;The score of educational support performance is low,and all indicators are generally at a lower than average level.Based on this,this study proposes the following educational suggestions: firstly,it is necessary to fully pay attention to the subjectivity of young children,establish an equal teacher-child interaction relationship,and provide more opportunities for children to participate in teacher-child interaction;The second is to respect the cognitive development needs of young children,preset planning activities from their perspective,and correctly treat their thinking biases;The third is to create a good teacher-child interaction atmosphere,and actively discover the highlights of children’s thinking by enriching and encouraging them in various ways and methods;The fourth is to enhance the professional literacy of teachers,promote home integration education,and strengthen two-way communication between kindergartens and children’s families by improving teacher training systems and reward and punishment mechanisms.