A Study On The Interaction Between Teachers And Students In The Regional Activities Of Kindergarten

Nowadays, the study of teacher-child interaction has become an important issue inthe field of pre-school education.It is of great significance to study the situation ofteacher-child interaction in the area activities within a kindergarten environment sincearea activities have been paid more and more attention. Primarily refer to the researchmethods of teacher-child interaction designed by Liu Jingbo,this study makesobservation about the area activities of the middle group, acquires the current situationof teacher-child interaction, and analyzes the characteristics and existing problems.Based on the analysis, it comes up with educational suggestions to improve theteacher-child interaction in the area activities. This research not only enriches therelated theories concerning teacher-child interaction and area activities, but alsocontributes to stimulate the professional development of preschool teachers and theintegrated development of children.This research is divided into six parts. The first part is raising questions. Itintroduces the background and significance of studying the teacher-child interactionof the middle group’s area activities. The second part is the research review. Throughanalyzing the related domestic and foreign literatures, it makes definitions of therelated concepts. The third part is the research purpose, object and methods. It mainlyadopts research methods including observation, interviews and case analysis. Throughnon-participating observation on43area activities of the middle group in thekindergarten,it records and analyzes data in reference to Liu Jingbo’s researchmethods. The fourth part is the current situation of teacher-child interaction of areaactivities. It makes status analysis in five aspects including the subjects, areas, themes,characters and results of the interaction. The fifth part is the existing problems ofteacher-child interaction in the middle-group’s area activities. On account of the aboveanalysis, it summarizes the existing dilemmas and analyzes the reasons. The existingproblems are mainly manifested in the following aspects:1.In area activities of themiddle group,teachers are the initiators of the interaction in most cases;2. Asinitiators, both teachers and children seldom carry out the interaction in the area oflanguage and role;3. Most interactions initiated by teachers are prone to disciplinerestraint;4. Teachers rarely give active responses to positive interactions initiated bychildren. The sixth part is suggestions:1. Observation should be taken as the basis ofteacher-child interactions in area activities;2. Teacher-child interaction in each areashould be paid attention to;3. Psychological environment should be created forteacher-child interaction;4. More games should be applied properly in area activities;5. Reflection should be utilized to build up the effectiveness of teacher-childinteraction in area activities.