Research On Teacher-Child Interaction In Middle Class Language Teaching Gamification Activities

In recent years,kindergartens in all parts of the country gradually carry out educational practice of kindergarten teaching and games.Among them,kindergarten language teaching gamification activities are the integration of language teaching and games.In kindergarten education activities,a good relationship between teachers and children can not only promote the smooth development of the activities,but also help young children to gain a game experience in language teaching activities,and then promote in-depth teaching and meaning learning in a relaxed and enjoyable event.The organization and implementation of gamification activities in kindergarten language teaching will affect the quality of educational activities.Then how should we evaluate the quality of educational activities?With the emphasis on the quality of education in the preschool education field both at home and abroad,it has gradually begun to realize that the quality of teacher-child interaction is the key factor in assessing the quality of kindergarten education,and has developed and extended many system-wide assessment tools.The Classroom Assessment Scoring System(CLASS)is an assessment tool that is highly recognized by the international community and is suitable for assessing the quality of teacher-to-child interaction.This study focuses on 6 in-service teachers in H kindergartens in W City,including 3 teachers from headquarters kindergartens and 3 teachers in the division kindergarten.The research mainly uses the CLASS to assess the quality of teacher-to-child interaction in language teaching gamification activities.It also compares high-quality and low-quality teacher-to-child interactions,analyzes the status quo,and explores the problems and influencing factors of teacher-child interaction.And put forward relevant suggestions,aiming to provide teachers with a certain reference for carrying out language teaching gamification activities and improving the interaction of teachers and children.The results show that the teacher and child interaction in the language teaching gamification activities of middle class is generally at the middle level,and the teachers show a better level in the field of "emotional support",while in the field of "education support" it is in the middle level.Teachers' teaching age and educational background have a significant effect on the interaction between teachers and children,while teachers'professional factors do not significantly affect them.By comparing and analyzing the high-quality and low-quality teacher-child interactions in the sample,the similarities and differences are explored,and the reasons for their differences are analyzed from both subjective and objective perspectives.In addition,this study further summarizes the overall characteristics of teacher-child interaction in the sample as follows:1.the overall performance of the positive atmosphere;2.Low teacher sensitivity;3.Ignoring the integration of knowledge and the cultivation of creativity;4.Feedback quality and The quality of the language demonstration is relatively low;5.The teacher's attention to the child's subjectivity is insufficient.Finally,from two aspects of kindergarten teachers and kindergartens,some suggestions are put forward:1.teachers should respect the age characteristics and personality differences of middle-class children;2.teachers should strengthen sensitivity and attention to children;3.teachers should strive to improve the language demonstration ability;4.teachers should actively promote the development of children's cognitive ability;5.kindergartens should provide relevant training.