Research On The Relationship Between Teacher-Child Dialogue And Children’s Problem-Solving Ability In Kindergarten Science Education Activities

On June 3,2021,the State Council issued the “Outline of Action Plan for National Scientific Literacy(2021-2035)”.The document pointed out: “Scientific quality is an important part of national quality and the foundation of social civilization and progress”,which requires comprehensive improve Citizen Science Literacy.Children are the reserve force of future talents,and the cultivation of children’s scientific quality is to lay a talent foundation for my country to build a strong country in science and technology.Scientific problem-solving ability is an important part of scientific quality.Studies have shown that children’s scientific problem-solving ability is related to factors such as family education experience,parent involvement,and children’s own language ability,cognitive level and scientific knowledge level.However,there are relatively few studies on the relationship between teacher factors and early childhood science problem-solving ability.Therefore,this study aims to explore the relationship between teacher-child dialogue in kindergarten science education activities and children’s scientific problem-solving ability,in order to provide empirical evidence and educational reference for improving the quality of teacher-child dialogue.The research methods of this study mainly include: classroom video analysis method,measurement survey method and interview method.First of all,the video of science education activities was analyzed by using the classroom video analysis method.First,the video recording of science education activities of middle classes in 22 kindergartens was performed,and then the dialogue content of teachers and children in 22 videos(625minutes,554 turns,3622 utterances in total)was transcribed,and then according to the coding analysis scheme(SEDA),the transcribed dialogue text is coded and analyzed and the dialogue patterns are summarized;secondly,the corresponding 558 children in the video are asked scientific questions one by one using the measurement survey method.The problem-solving test was measured using a picture problem-solving task designed by Fusaro and Smith;finally,semi-structured interviews were conducted with the 22 teachers corresponding to the video using the interview method.After a statistical analysis on the status of teacher-child dialogue,children’s scientific problem-solving ability and the relationship between the two,the research results show that:1.The teacher-child dialogue in kindergarten science education activities is mainly in the form of “teacher asks children to answer”.The questions asked are mostly closed-ended questions,and the dialogue process lacks dialogue and reflection;2.Teacher-child dialogue often occurs in kindergarten science education activities.E-B-G mode,E-B-I-R mode,E-B-I-P mode,E-B-(E)-P mode,I-R-E mode,I-R-G mode of these six types of dialogue modes,the E-B-G mode has the highest frequency;The above teachers use the E-B-I-R model to conduct dialogue more frequently in the teacher-child dialogue in science education activities;4.There is no significant gender difference in children’s scientific problem-solving ability,but the scientific problem-solving ability of urban kindergarten children is stronger than that of rural kindergarten children.The scientific problem-solving ability of the children in the demonstration kindergartens at all levels is stronger than that of the children in the unrated general kindergartens;5.In the teacher-child dialogue mode of the kindergarten science education activities,the four predictors of the I-R-G model,the I-R-E model,the E-B-I-P model and the E-B-I-R model It has a positive predictive effect on children’s scientific problem-solving ability.According to the research results,this study puts forward five educational suggestions for improving the quality of teacher-child dialogue: “Respect children’s right to dialogue,communicate equally to eliminate concerns”;“Encourage children to initiate dialogue and actively respond to ingenious guidance”;“Establish teacher-child dialogue rules,orderly dialogue improves efficiency”;“patiently listen to children’s dialogue,seize the opportunity to effectively intervene”;“pay attention to dialogue questioning skills,open questions to improve quality”.