A Research Into The Quality Of Teacher-child Interaction In Kindergarten's Senior Class Mathematics Collective Teaching Activities

Preschool education is not only the foundation of basic education,but also the beginning of permanent education,and mathematics is the key to science,so the government has paid more and more attention to mathematics education in preschool.But now,there still exist some problems in the mathematics teaching activities of the kindergarten,such as the increasing tendency of "primary school",the poor effect of teacher-child interaction.This research analyzed the character of the teacher-child interaction in mathematics collective teaching activities by analyzing the effect of interaction and explore the influencing factors on the effect of the teacher-child interaction.Base on this,the study propose some suggestion to improve the effect of the teacher-child interaction in mathematics collective teaching activities.This research mainly adopts quantitative study and qualitative analysis method.with three domains("Emotional Support" ? "Classroom Organization" ? "Instructional Support")from Classroom Assessment Scoring System,grading each mathematics collective teaching activity based on observation sheet,then use SPSS to analyze the data.Finally this study analyzes the quality of teacher-child interaction in kindergarten's mathematics collective teaching activities by using thespecific cases.This study has got the following conclusions:1.The teacher-child interaction of mathematics collective teaching activities in kindergarten's senior class is at medium quality level :(1)the scores of the teacher-child interaction of mathematics collective teaching activities in kindergarten's senior class have a significant relation in three domains;(2)the quality of the teacher-child interaction is at a medium high level in the domain of "Emotional Support",at a medium level in the domain of "Classroom Organization",also at a medium level in the domain of "Instructional Support".2.The teacher-child interaction of mathematics collective teaching activities in kindergarten's senior class has following features:(1)the teacher doesn't have enough sensitivity and ignores the children's mathematics learning in the individual guide;(2)the teacher has provided abundant material of mathematics activities,and children have much interest;(3)the teacher pays attention to contacting the actual life,but the quality of feedback is average;(4)the effect of teacher's language modeling is limited,so it is not good for children to develop their mathematics language and thinking.3.The quality of the teacher-child interaction of mathematics collective teaching activities in kindergarten's senior class is affected by the following factors:(1)the kindergarten's mathematics teachingenvironment;(2)the young children's personality and the early mathematics learning experience;(3)the teacher's professional quality;(4)the abstraction and logicality of mathematics knowledge.