A Study Of Teacher-child Interaction Basedon The Social Fields Collective Educationactivities In Kindergarten

The purpose of this study is to examine the current situation of teacher-child interaction based on the social fields collective education activities in kindergarten, and to summarize its characteristics and problems, and to put forward educative suggestions.In order to improve the quality of teacher-child interaction based on the social fields collective education activities and provide support for the improvement of kindergarten education quality. this study selects 4 kindergartens in Chongqing, including 2 city demonstration kindergartens and 2 town center kindergartens, and takes a big, a medium and a small class from each kindergarten, by this way this research selects 24 teachers and their classes. This study carries out its analysis by using participatory observation and the CLASS classroom assessment scoring system which includes 3 dimensions and10 sub-dimensions. This study takes advantage of descriptive statistics, correlation analysis and some relative methods to investigate the overall current situation of teacher-child interaction based on the social fields collective education activities in kindergarten, and the relationship between the dimensions. It also utilizes the T Inspection, single factor variance analysis and other methods to analysis the variance of teacher-child interaction based on the social fields collective education activities of urban and rural areas, and in different-aged class. This study discusses the characteristics and problems, analyzes the influential factors and raises educative suggestions in a new perspective for teacher-child interaction based on the social fields collective education activities in kindergarten.According to the results analysis, the characteristics of teacher-child interaction based on the social fields collective education activities in kindergarten include:(1) "positive atmosphere(PC) " performs well;(2) Teachers take the dominance in the interaction, while Children lack autonomy;(3) Teachers lack sensitivity and awareness;(4)Teachers’ organization of activities lack "forward-looking", and the diversity in form and material needs improvement;(5) Insufficient attention to analysis, reasoning and creativity;(6) "Support" and "to promote" thinking ability are insufficient;(7) The effect of "Language demonstration" is limited;(8) Significant difference is found in urban and rural of teacher-child interaction based on the social fields collective education activities in kindergarten, and urban kindergartens show more differences between the different-aged classes.Analysis of the influential factors of teacher-child interaction based on the social fields collective education activities in kindergarten. Mainly analyzes the objective factors and the subjective factors. The analysis of objective factors mainly considers the environment of kindergarten, educational concept of kindergarten and the teacher-student ratio; while the analysis of subjective factors mainly considers two aspects of teachers and children: the teachers’ professional accomplishment and their personality traits, and the personality characteristics of children.Based on the research conclusion, this article puts forward some suggestions concerning education: 1. Make childminders’ subject status stand out; 2. Enhance childminders to make their own choices; 3. Pay more attention to childminders’ need,and provide appropriate support; 4. Pay attention to the cognitive development, develop analytic reasoning and creativity; 5.demonstrate the role of language, and improve its demonstrative ability; 6. Provide personalized way of encouraging feedback;7.Optimize the structure of teachers, strengthen the teachers’ in-service training, and improve teachers’ professional quality.