Analysis Of The Characteristics Of Teacher-child Verbal Interaction In The Game Sharing Activities Within The Middle And Senior Classes In Kindergarten

The game sharing is an integral part of the game activity and is the continuation and extension of the game process.High-quality game sharing is of great value to the comprehensive development of children,the professional growth of teachers and the construction of a good teacher-child interaction relationship.At present,there are few studies on teacher-child interaction in game sharing,so this study was carried out.This paper attempts to explore the characteristics of teacher-child verbal interaction in middle and senior class game sharing from two aspects of teacher-child language interaction structure and dialogue category,aiming to provide relevant suggestions for teachers to help them improve their speech behavior,thus improving the quality of the game sharing activities in large and medium-sized class,and providing more and better learning opportunities for children.This study collected 20 videos of game sharing activities organized by 10 teachers in the middle and large classes of kindergartens through video.The revised Flanders Interaction Analysis System(FIAS)is used to code and analyze 20 videos,and describe the overall structure of teacher-child verbal interaction in middle and senior class game sharing.In order to describe the dialogue categories in teacher-child speech interaction,and at the same time transcribe the video into text with a sentence as a unit,the transcribed teacher-child dialogue corpus is coded and analyzed using the T-SEDA coding framework,including quantitative analysis of teacher-child dialogue categories and case analysis of teacher-child dialogue categories and their promotion methods in typical situations.According to the basic situation of teacher-child verbal interaction structure and dialogue types presented by the code analysis,summarize and discuss the characteristics of teacher-child verbal interaction in the game sharing between middle and senior classes,and put forward suggestions to improve teachers’ speech behavior.The results show that the teacher-child verbal interaction in the game sharing between middle and senior classes has common features.First,the common characteristics of the overall structure of teacher-child verbal interaction: teacher-child interaction is stable,and the activity structure is relatively reasonable;The emotional atmosphere is positive and harmonious,and the teacher-child question-and-answer mode is mainly open;Teachers’ speech style is more inclined to have indirect influence and give positive reinforcement to children.Second,the common characteristics of teacher-child verbal interaction dialogue categories: teachers use more invitation and confirmation dialogue categories,while children use more supplementary,reasoning and reflective dialogue categories.There are certain differences in the interaction structure and dialogue type of teacher-child verbal interaction in the game sharing between the middle and senior classes in different dimensions.First,from the perspective of learning stage,the "teacher speech" behavior ratio of middle class teachers is significantly higher than that of senior class teachers;In the dialogue category,the "questioning or refuting" dialogue category of senior class children is significantly more than that of middle class children.Second,from the perspective of teacher’s teaching age,the rate of "confusion or silence" among novice teachers in the interaction structure is higher;In the dialogue category,children use the dialogue category of "invite others to reason and demonstrate" more in the sharing organized by skilled teachers.This study puts forward the following educational suggestions in order to improve teachers’ verbal behavior in game sharing: First,dynamically adjust the teacher-child interaction structure to highlight the status of children as the main body of sharing;Second,use a variety of dialogue categories to cultivate children’s critical thinking;Third,create diversified content situations and actively promote multi-level dialogue;Fourth,flexibly change the role of teachers according to the needs of game sharing.