Research On The Current Situation And Influencing Factors Of Teacher-child Dialogue In Collective Teaching Activities In Kindergarten

“Effective teacher-child dialogue”is an important guarantee to improve the quality of preschool education.As an important organizational form of kindergarten education,the quality of teacher-child dialogue in group teaching activities is directly related to the effectiveness of kindergarten education.In this study,nine samples of teachers’ and children’s verbal behaviors in group teaching activities in two kindergartens were selected for coding and statistical analysis through questionnaire,observation and interview methods,using behavioral sampling observation method.1.The overall status of teacher-child dialogue in kinder garten group teaching activities was found to be as follows:(1)teachers’ language dominated the structure of teacher-child dialogue,and children’s language was in the minority;(2)teachers’ speech tendency was mainly direct intervention,and positive reinforcement and negative reinforcement coexisted;(3)teachers’ dialogue had a cordial emotional atmosphere,but less emotional concern;(4)teachers’ questioning style was mainly open-ended questions and answers,and less closed questions and answers.2.The current situation of teacher-child dialogue in kindergarten group teaching activities is:(1)direct intervention is the main focus of teacher-child dialogue in small classes,and discipline is important.(2)The emotional atmosphere of teacher-child dialogue in the middle class was relatively tense,and teachers emphasized knowledge transfer.(3)The emotional atmosphere of teacher-child dialogue in the large class was cordial,and teachers’ questioning style was flexible and varied.3.The comparison of demographic variables revealed that there were significant differences in satisfaction among different teaching ages,titles,education,and professional backgrounds.There were no differences between teachers of different age classes on the factors of teachers,children,environment,teaching and satisfaction.On the teacher factor,there were significant differences by teaching age and education.In terms of environmental factors,there were significant differences mainly by class type.In this study,the following suggestions were made:1.create a positive emotional atmosphere to encourage children to express themselves fully;2.improve teachers’ practical know ledge to develop practical wisdom;3.strengthen professional reflection on teaching to improve verbal interaction;4.improve the teacher-child ratio in the room to enhance teacher-child interaction.