Research On The Interaction Between Teachers And Children In Kindergarten Collective Teaching Based On Dialogue Theory

Teacher-children interaction is the most important interpersonal interactions in kindergarten,and its interactive effect can directly affects the teaching effectiveness of kindergarten.The quality of teacher-children interaction affects the play of the subject and person,and restricting the development of pre-school education quality.However,there are many problems in the teacher-children interaction during collective teaching activities in the real kindergarten,which hinders the improvement of teaching quality and the comprehensive development of young children.At present,"dialogue" almost become the key words in all areas: whether in daily communication,in the political economy,or in the field of education,science and technology,"dialogue" is widely used,and has become an indispensable way of communicating between people and people,between people and groups.With the deepening of research,some core words in the theory of dialogue,such as "dialogue","I-you","pre-sight","encounter","otherness ","liberation","openness",and core concepts,such as inter-subjectivity,difference,dynamic openness,will provide a new way of thinking and opportunity for the construction of teacher-school interaction in collective teaching.The construction of the teacher-children interaction based on the theory of dialogue is of great value to the establishment of the new equality view of teachers and children,the return of preschoolers and the promotion of teachers' dialogue.This study is based on the theory of dialogue to discuss the state of teacher-children interaction under the guidance of dialogue theory,reveals the value and characteristics of the teacher-children interaction in kindergarten collective teaching based on dialogue theory,and then puts forward the construction strategy to construct the kindergarten with the dialogue between the teacher and young students to provide theoretical basis and practical support,and ultimately promote the child's subjectivity,teacher dialogue and teaching effectiveness of the promotion.Based on the theory of dialogue,this paper analyzes the lack of interactive dialogue betweenteachers and children by means of literature analysis,observation and case analysis,and puts forward the strategy of constructing dialogue and teacher interaction.The first chapter explains the nature,value and characteristics of the Teacher-children interaction based on dialogue theory.This study argues that dialogue is a dialogue between the two sides in a certain situation,in respect of differences,mutual understanding on the basis of open heart,equal exchange,co-construction,so as to achieve the integration of vision.Under the guidance of the theory of dialogue,the Teacher-children interaction emphasizes on the Teacher-children interaction.It is a kind of mutual interaction that respects the uniqueness of children's individuality.It is a kind of teacher and child personality of emotional interaction of interaction,and a dynamic open,constructive interaction.The construction of dialogue-type teacher-young interaction has important practical significance,not only can promote the return of the subjectivity of teachers and young people,enhance the ability of teachers' dialogue,but also enhance the effectiveness of dialogue by creating a good atmosphere of dialogue.The second chapter reveals the problems of the Teacher-children interaction in the collective kindergarten collective teaching activities and carries on the attribution analysis.Through the author's observation and analysis,it is found that the lack of dialogue Teacher-children in collective teaching can be analyzed from the interaction subject,interactive content,interactive organization form and concrete interaction process.Specifically reflected as followed: Interactive subject: teachers occupy the right to speak,children's subjectivity can not play;interactive content: too much attention has been attracted to knowledge transfer,discipline constraints and neglect to enhance children's ability and emotional communication;interactive organization:Class interaction,ignores the individual differences among children;interactive process based on the purpose of the default,rarely considers the interaction situation of the uncertainty and the individual development stage of children and construct the text.On this basis,teachers should find reasons from the traditional cultural concept,kindergarten evaluation system and teachers themselves.The third chapter is based on the theory of dialogue and integrates kindergarten collective teaching from the aspects of concept,environment level and behavioral level for good Teacher-children relationship,effective interactive put forward the corresponding countermeasures.First of all,set up the equal division young dialogue theory is the premise that,including set up the correct views on children was associated to set up the equal division baby dialogue and dialogue teaching;Second:creating harmonious dialogue environment is the guarantee,including appropriate material environment,loose humane environment and perfect institutional environment;Conversation again,improve teachers' quality is the key: including return young children's voice,promote equal dialogue between young,promote division fine emotional communication,promote understanding between young dialogue,respect children's individual differences,promote division multiple dialogue between the young,build,promote symbiosis between young teacher young common text dialogue.