The Study Of Teacher-child Interaction In The Pre-school Science Education Activity

From the global viewpoint, the study of teacher-children interaction has already becomean important issue in the field of pre-school education. Especially today children’scomprehensive development in scientific quality is paid more attention. It is meaningful tostudy the situation of teacher-children interaction in the pre-school science education activity.This research mainly adopts Flanders Interaction Analysis System，through the observation on10pre-school science education activities describes the current situation of teacher-childreninteraction in the pre-school science education activity, and then analyzes its existing dilemma.And then the researcher put forward feasible suggestions to improve the teacher-childreninteraction in the pre-school science education activity. This study is not only conducive toenrich the related theories of pre-school science education and teacher-children interaction,but also contributes to promoting the pre-school teachers’ professional development, andimproving the quality of the pre-school science education.This study is divided into six parts. The first part is the introduction. Focusing on theteacher-children interaction in the pre-school science education activity, it states the researchbackground and research significance. The second part is the study summary. Through theanalysis on domestic and foreign related literatures, based on theoretical basis in ecology,sociology, philosophy, pedagogy and psychology, finally the key concepts of this study aredefined. The third part is the study design. The researcher carried on the videotapeobservation on10pre-school science education activities. The research tool is FlandersInteraction Analysis System. The fourth part is research results and analysis. After theintegration analysis of10pre-school science education activities, the researcher selects threecharacteristic pre-school science education activities on the teacher-children interaction andcarries on the case analysis. The fifth part is the analysis of dilemma on the teacher-childreninteraction in the pre-school science education activity. Based on the above analysis anddiscussion, from micro and macro perspective, the dilemma of teacher-children interaction inthe pre-school science education activity is summarized. In the basic parts of the pre-schoolscience education activity, it mainly displays in the following five aspects: In the stage ofraising questions, the teacher-children interaction lacks situation; In the stage of constructinghypotheses, the teacher-children interaction lacks universality; In the stage of verifyinghypotheses, the teacher-children interaction lacks suitability; In the stage of discussing, theteacher-children interaction lacks dialogism; In the stage of summarizing conclusions, the teacher-children interaction lacks support. In the overall situation of the pre-school scienceeducation activity, it mainly displays in the following four aspects: The tense ofteacher-children interaction is nervous and dreary; The structure of teacher-childreninteraction is unbalanced and tilted; The mode of teacher-children interaction is simplex andclosed; The effect of teacher-children interaction is negative and dull. The sixth part issuggestions for improving teacher-children interaction in the pre-school science educationactivity. It mainly includes the following aspects: Pay more attention to affectivecommunication and support, in order to establish relaxed and freedom teacher-childrencommunication atmosphere; Clear the new role positioning, in order to establish equal andcooperative teacher-children dialogue relationship; Improve teachers’ teaching strategy, inorder to turn to the multiplex and opening teacher-children interaction mode; Base on thethree-dimensional activity target, in order to achieve positive and stereo teacher-childreninteraction effect.