A Study On Teacher-child Speech Interaction In The Reading Of Picture Books For 2～3-year-old Children

Picture books are one of the favorite readings of young children.Through reading picture books,children not only learn more knowledge,but also improve their language expression ability,stimulate their creativity,and cultivate their aesthetic taste.However,2～3 year-old children need adult explanation and guidance when reading picture books in order to better understand and accept the knowledge and emotions conveyed in the books.Research shows that the language interaction between teachers and children has a crucial impact on the quality of young children’s reading of picture books.The language interaction behavior of teachers directly affects the language development and cognitive ability of young children,as well as their reading interest and emotional experience.Therefore,improving teachers’ language ability and improving teacher-child interaction behavior are the key to improving the quality of young children’s picture book reading.The research aims to investigate 2-3-year-old children in the Y Early Education institution in Jincheng City.The researcher collected data on picture book reading activities and used the i FIAS research tool to summarize and analyze the status of teacher-child language interaction during picture book reading.Additionally,interviews were conducted with some teachers in the institution.The study involves several aspects:The first part is the introduction,which lays the theoretical foundation and forms the theoretical framework by introducing the problem source,literature review,and other aspects.The second part uses the ratio analysis method,matrix analysis method and case analysis method in i FIAS to analyze the relevant picture book reading activities.The third part combines the interview method to analyze the characteristics and reasons of language interaction between analysts and children.The fourth part proposes improvement suggestions for teacher-child language interaction issues from the perspectives of teachers and early education institutions to improve the quality of picture book reading education for young children.The fifth part reflects on the limitations of the study and provides directions and recommendations for future research.Through the study,it was found that in local early childhood education institutions,the characteristics of teacher child language interaction in picture book reading activities participated by 2-3 year old children are as follows:the structure of teacher child language interaction is imbalanced,the teacher’s response language is single,the interaction is shallow,and the interaction is mainly direct influence,supplemented by indirect influence.To improve the quality of picture book reading education for young children,this study proposes the following suggestions:first,teachers need to establish a child-centered concept and treat children equally;second,teachers should improve their language literacy and enrich interactive forms;third,teachers should explore the educational value of picture books in depth,not limited to reading stories;fourth,institutions should regularly organize picture book teaching and research activities,and establish a professional growth platform for teachers;fifth,promote parent-child shared reading through good communication with parents.These suggestions aim to improve the current situation of teacher-child language interaction in early education institutions for 2-3 year old children,improve the quality of teacher-child language interaction,and provide better educational support for the comprehensive development of young children.