Research On The Teacher-children Interaction In The Top Class Of Kindergarten Early Reading Activity

The quality of the teacher-children interaction in early reading activity is one of the important criteria for the quality of early reading activities.At present,most kindergartens can recognize the importance of interaction between teachers and children,therefore lacks specialized study on the performance and implementation strategies of teacher-children interaction in various teaching activities.This study attempted to research the teacher-children interaction in early reading activities,in order to provide some valuable suggestions for the practical problems.Based on Husserl's theory of inter subjectivity,Lev Vygotsky's historical-cultural theory and the ZPD,J.Piaget's language interactive learning theory and the Rogers humanism thought,this study,this study selected the top class of the X Kindergarten in Xiamen as the research object,integrated literature analysis,observation,interview methods and case analysis.By statistics and qualitative analysis the event of teacher-child interaction,it presented actuality and character of the teacher-child interaction in early reading Activity in the top class of the X Kindergarten in Xiamen from the different initiators and the different activity stages.The research shows that the teachers of the X kindergarten have a clear understanding of the value of the interaction between teachers and children.In the process of activities,teachers actively communicate with children,and the teaching interaction is carried out smoothly.Teachers can pay attention and understand to children's behavioral tendencies.However,there are also some problems: teachers have the power to speak and take the initiative in the process of interaction,and children are in a passive state.The interaction teacher initiated mainly relate to reading content,promoting the teaching process,which is not enough for the children's reading process,reading psychology and reading emotion,lack of deeply interaction.Interactive content does not reflect the children's interest and reading needs initiated by children.Teachers mainly adopt closed questions or orders,with single form and nonverbal interaction.Teachers respond negatively to children's help and expression.On the basis of in-depth understanding of the current situation,this study explored the causes on the teacher-child interaction in early reading Activity in the top class of the X Kindergarten in Xiamen from two aspects of subjective and objective.The subjective causes include teachers' educational concept,teachers' professional standards and psychological qualities,children's temperament and personality characteristics,and children's daily experience.The objective causes mainly include the collective reading situation and the social environment.Based on the analysis hereinabove,this study puts forward some suggestions from two angles of preschool teachers and kindergarten management.Teachers should change the educational idea,correct understanding of early reading and the role of teacher.Teachers should set of interaction around the early reading core experience,using the interactive type of diversification to ensure sustained and in-depth interaction.Teacher should provide fair and adequate interactive opportunities for young children and focus on the emotional needs of young children.The kindergarten should optimize the management system to ensure teachers' time and energy participation in the interaction.Based on reading materials and environmental design,the kindergarten can create a colorful and free reading environment.The leadership and managers need give consideration to teaching research and emotional support,enhancing teachers' professional quality and happiness;use family resources and do a good job of the Home-Kindergarten education.