Action Research On Teacher-child Interaction In Kindergarten Learning Regional Activities

Learning regional activities(referred to as learning areas)are conducive to the improvement of children's autonomous learning ability and the formation of good learning quality.Teachers,as organizers,guiders and supporters of activities in kindergarten learning areas,play an important role in promoting children's learning and development.Active teacher-child interaction is the most powerful way to promote their development.Therefore,this study chooses B kindergarten in Luoyang City as an action research base to promote teacher-child interaction in learning area.Researchers first used CLASS to evaluate teacher-child interaction in B kindergarten,age class of action research experimental class and learning area of action research experimental class.The results showed that B kindergarten scored the highest in the dimension of emotional support,middle in class organization and the lowest in the quality of educational support.Therefore,researchers try to improve the quality of teacher-child interaction by improving the quality of education support.In the quality of education support,the research shows that the quality of teachers' feedback will be the key to whether students can get higher education support.Then,the researcher consulted with the co-teachers and conducted two rounds of action research from three aspects: effective questioning,material support and positive evaluation.Finally,it summarizes three problems in action class: the phenomenon of "false,big and empty" when questioning is separated from children's experience;the opportunity for children to gain experience through materials is deprived;the positive evaluation is less,and the individual differences of children are neglected.And summarized the corresponding promotion countermeasures: using effective questions to promote the interaction between teachers and children in learning area;based on the experience of children,making materials become the link of teacher-child interaction;respecting the individual differences of children,and actively evaluating.