The Problems And Countermeasures On Dialogue Between Teacher And Children In Kindergarten’s Language Teaching Activities

Since the 1980 s, about the teacher-child interaction studies increasingly widespread attention of domestic and foreign researchers. Teacher-child dialogue as a verbal interaction among the teacher-child interaction, which affects the reconstruction of teacher-child relationship, reflecting the essence of teaching activities, becoming an important research topic at home and abroad. Kindergarten Language teaching kindergarten teaching activities is an important part of the process is to acquire knowledge and skills children develop good social skills and emotion, but also one of the important dialogue scenes juvenile division occurs. In this study, extract only town kindergarten teacher in Harbin four regions as a questionnaire study sample, I selected in four regions in the five private and five kindergartens Public kindergartens in all the large classes in kindergarten in the selected sample, the classes, small class of preschool teachers as a sample, the total of 348 samples, including effective sample of 318. The author have three months internship in S kindergarten.And the research objective are teacher and children in grade A of S kindergarten.Recording the dialogue between teacher and children in grade A, also using the interviews to get the reasons dialogue behavior in grade A. Based on above three points to understand language teaching activities. The key to find out the problem of language teaching activities in teacher-child dialogue, in order to put forward some suggestions improve the language teaching activities in teacher-child dialogue.First, combing the literature review based on the theory of learnimg from the teacher-child dialogues,teacher-child dialogue type,characteristics of teacher-child dialogues, teacher-child dialogue issues, teacher-child dialogues influencing factor, teacher-child sorts out the guiding policy of dialogue,with a view to have a grasp on teacher-child dialogues.Secondly, the use of questionnaires, Harbin City to find some kindergartens language teaching activities of teacher-child dialogue problems: teacher-teacher-child conversations were high control, lack of democratic dialogue; conversation between teachers and children of single dialogue lack of diversity; dialogue between teachers and children’s skills shortage, lack of artistic dialogue; shortage of teachers and children’s knowledge base, the lack of effectiveness of the dialogue; teachers to the negative emotion, lack of security dialogue atmosphere.Third, the use of factor analysis, statistical analysis, correlation analysis, regression analysis, to determine the influence of the kindergarten teacher and children among the main factors that dialogue and the factors related degree. Studies have shown that the kindergarten teacher-child dialogue factors descending order of importance are the factors teachers, teaching elements, child care factors. Among them, the concept of teachers, teachers’ conversation skills, knowledge base of teachers and teachers of emotion influencing factors teacher factors; the kindergarten class size, teaching content is a factor of teaching elements; children’s language, cognitive, social skills are factors children factors.Fourth, based on problems and factors influencing language teaching in Normal School immature existence dialogue analysis from foster a child development centered educational philosophy, to create an atmosphere of dialogue and democratic; abandon the knowledge-based values, focus on children’s emotional experience; actively participate in the training and teaching and research focus on self-reflection, dialogue skills to master; full use of network resources, improve teachers’ ability to learn; learn to regulate mood and emotion, to provide good conditions for dialogue puts forward five language teaching and learning activities to improve the kindergarten level of the corresponding normal school child dialogue countermeasures.