The Research On The Ontinuing Teacher-children Nteractive Behavior

Mainly adopting qualitative method and collecting data by Not-participatory Observation andFreestyle Interview, this research proves into basic concept, the judgment of event, characteristics andprocess of the Continuing Teacher-children Interactive Behavior.This thesis proves the existing necessities of the Continuing Teacher-children Interactive Behaviorfrom two aspects: First, multi-round and continuing teacher-children interaction is reflection of educationdemocratization in micro-teaching process; Second, it is also in the nature of problem-resolvingconstructivism.This thesis concludes the results of two aspects.Firstly, beginning with the definition of the Continuing Teacher-children Interactive Behavior fromthe point of etymology and specific analysis of cases, it is defined as a developing process of multiple andcontinuous interplay and interaction between teacher and child that is caused by a certain question or event.And then, the thesis explores judgment of the Continuing Teacher-children Interaction behavior event.Secondly, through the comparative analysis of three cases—the chatting-type fragmentTeacher-children Interactive Behavior and the Continuing Teacher-children Interactive Behavior events,two important external characteristics of the Continuing Teacher-children Interactive Behavior events aresummarized: multi-round and continuous; and two internal characteristics are abstracted: First, it is theteachers’ sensitivity to the education situations; Next, it is the teachers’ active guide to the children in thewhole process. And four elements of the whole process of Teacher-children Interactions are collected andanalyzed after studying the definition, judgment of event, internal and external characteristics. Based on interactive subject--one of the elements, flow chart of its process has been outlined and a view on thedouble-role subjects concluded.