Research On Teacher-child Relationship From The Perspective Of Dialogue Theory

Pre-primary purpose is to promote the comprehensive development of young children, in the process of comprehensive development of young children, and both rely on the protection of the external hardware conditions, but also need to protect the internal software conditions. Kindergarten education with in the system software conditions mainly refers to the form between teachers and children relationship. If an individual need from early childhood development or from the need to improve the quality of pre-school point of view, between teachers and children to form relationship that are of great significance and value. But in real life, between teachers and children have formed relationships, there are some poor performance kindergarten different scenarios, the performance of both the direct relationship between teachers and children of "child abuse" level, but also indirectly in teacher education and teaching activities in the performance of young relationships, there are manifested in the relationship between teachers and children’s play activities. Demonstrated in kindergarten these bad relationships is an important development bottleneck quality preschool, people need tostate the relationship between teachers and children to sort out, it also needs to put forward the idea from a construction point of view ought to construct.Choosing the conversation theory to have a discussion, which theory is based on the relationship between teachers and children, it’s an expanding about the study filed of preschool education. Owing to the focus of conversation theory and the relationship between teachers and children have something in common, so we choose the conversation theory be based on this study. The arising of conversation theory is based on person’s mainstay who have continuous prominent and the process of introspection, to pat close attention to one existing relationship. Some different expressions about it is also an existing relationship, is formed by teachers who do not have a totally cognition about children’s mainstay. From this point of view, choosing conversation theory be based on the relationship between teachers and children then to do some practices ad theory introspection have a true value.Research the relationship of teachers and preschoolers, as the researched basis of conversational theory. when it comes to the design of thought, it is supposed to regard the relationship that has been established between both of them as the basic researching content, the method of returning back to the truth from the requirements of phenomenology as the basic start point, speculative reason as the basic of research approach; when it comes to the choices of research methods, choose the documentary methods as the main approach to search theoretical and historical information, the observation methods as the approach to the performance of the relationship of teachers and preschoolers in reality, choose speculative methods as the approach of theoretical description for phenomenon and illustration of text. To be more exact, in other words, start from the performance of the relationship of teachers and children in the reality of children education, combining the different performances in the different periods, reflecting the relationship of them from two dimensionality, both history and reality. The purpose of observation to the relationship in the development, basis of the conversational theory, is to find out the influencing factor; the purpose of reflection to the relationship of teachers and preschoolers in reality, basis on the the conversational theory, is to describe and illustrate the poor performances of the relationship of them in reality. It is on the basis of searching both historical and realistic information that people are able to come up with the organization of the conversational relationship between teachers and preschoolers.Following the above mentioned research ideas and methods. First of all we need to traced on the dialogue theory. Today the dialogue theory people mentioned include the dialogue on the level of language, philosophy and other different meaning. No matter what level of dialogue it is, it has a long history. From the example of the philosophical theory of dialogue its development has go through different period. It went through three different stages:the heavy objective stage, stage of heave object and united stage. In this three basic stages. It shows their respect and value for the continuous interpersonal relationship and communication. It reflects the inter subjectivity, spirituality, participatory and other feature.In the second place, using dialogue theory as theoretical basis to rethink the relationship between teacher and children form historical and realistic perspective. The rethinking presupposes a summary concerning the ambiguous relationship between education and dialogue. Historically speaking, the dialogue in education bares only the surface meaning, that is, it acts as merely a basic form of education and fail to present its own essence or inherent meaning. An exploration of the teacher-children relationship from historical perspective under macro-education-and-dialogue context reveals that the varied interpersonal relationship are formed in different periods of the interaction between teacher and children, the root cause being teacher’s views on children formed in different periods. The rethinking of the actual teacher-children relationship shows that the relationship is of non-dialogue, i.e., it replaces the dialogue embodying meaningfulness with one in the form of simple oral communication. The key features of the one-way relationship is featured by cramming system, obligation and closeness which can be manifested in the direct interaction between teacher and children, the close teaching content and methods, and the necessary games in childhood development. From the two dimensions of history and reality to reflect on the relationship between teacher and children, interactive relationship between teachers and children was built. Interactive relationship between teacher and children reflected in features include: inter-subjectivity, agency of a variety of possibilities to jointly construct and no repressive. Interactive relationship between teacher and children in the real performance of education scene can be classified differently according to different criteria based on both the depth of division, but also based on the breadth of the division, as well as specific scenarios based division. Different interactive relationships between teacher and children vary from specific performance and characteristics, but in the specific areas they have to build consistency. In the basic types and characteristics of interactive relationship between teacher and children to be analyzed, a further discussion of the contents and instructions about interactive relationships between teacher and children about building condition, building principles and strategies was built.Dialogue in many features, unfinished is one of its important features, this feature determines the dialogue-based study conducted with unfinished nature. In early childhood teachers on the need to constantly upgrade their dialogue ideas, update their view of children and learning perspective, to enhance their dialogue-based strategy to construct the relationship between teacher and children, so that teachers build themselves into an active dialogue type are related individual.