A Comparative Study About Teacher-Child Interaction Between The Core Teacher And The Practice Teacher In The Collective Education Activity

Teacher-child interaction related to the preschool children's development,which also related to kindergarten teacher's professional development. Therefore, this paper based on the collective education activity in kindergarten science field,which use Flanders interactive analysis system to explore the difference in the interaction between the core teacher who has excellent perform in kindergarten and the prectice teacher who will graduate soon.And the problems the practice teacher have in the teacher-child interaction.At the same the reasons that may causes these problems. At the end of paper,it is try to give some feasibility proposal to promote pre-school teachers' professinal development.Combining with the interview data,this paper draw the following conclusions:1.The core teacher and the practice teacher show some difference in the emotional atmosphere and the language structure of activity.Specially,the core teacher's emotional atmosphere is more harmonious, who tend to use the positive effects to interact with children,while that does not mean that they will not use the negative effects.The difference in the language structure of activity is that the core teacher's language is more rich and they will integrate other field's knowledge.2.There is no significant difference between the core teachers and the practice teachers in the teaching tendency and the classroom questioning. Specifically, both types of teachers tend to use direct effects to control young children,and use positive reinforcement, both tend to use questioning strategies to promote the process of activities in teaching activities.3.The practice teacher's teacher-child interaction in the teaching activities have three problems. which are the positive emotion interaction is relatively few, the validity of the question is relatively small, the language of feedback is relatively single".4.Combing with interview,this paper will analyzes the factors that affect the practice teacher's teacher-child interaction in the field of science's teaching activity, and puts forward some suggestions on the basis of further thinking from the aspects of teachers themselves, children, kindergartens and pre-service education.It is hoped that this study will have some reference value for the practice teachers,and will be able to better understand the contents of pre-school education and adapt to the workplace as soon as possible after taking the internship position and enhance their professional level.