Study On The Performance And Strategies Of Teacher-child Interaction In The Teaching Activities Of Children In Secondary Classes

The core of teacher-child interaction refers to the behavior and process of interaction and mutual influence reflected by teachers and children.The effectiveness of interaction is directly related to the implementation effect of kindergarten teaching activities.Based on this,the barriers of teacher-child interaction involved in kindergarten teaching activities are analyzed,and the strategies of teacher-student interaction are put forward.The main manifestations of this research are as follows:First,to coordinate the relationship between teachers and children.In kindergarten teaching practice,the development of activities is the basic element.To ensure the effectiveness of teaching activities,teachers and children need to maintain a good interactive relationship and eliminate obstacles.Secondly,to solve the obstacles of teacher-child interaction.Teacher-student interaction itself is the interaction between teachers and children.Because of children's own characteristics,the process of interaction is difficult to be completely controlled by teachers,and there are many factors affecting it.Only by accurately locating the factors and finding solutions can we strangle the interaction barriers in the cradle.Thirdly,improve the teaching effectiveness of kindergartens.As an educational base for children's healthy growth,kindergarten education has been fully upgraded in recent years,with clear research objectives and significant effects on its comprehensive development.The research methods include event sampling observation method and interview method.Event sampling observation method can more intuitively see the situation of teacher-child interaction,and has a more intuitive performance effect.Interview method,interviewing kindergarten teachers,obtains its answers and solutions to the obstacles of teacher-child interaction.This study is divided into five parts.The first part is the question.It analyses the teacher-child interaction in kindergarten teaching activities at this stage,clarifies the research methods,and determines the purpose and content of the research.This paper summarizes and analyses the development of teacher-child interaction in kindergarten activities at home and abroad,analyses the research trends and finds out the key points to lay a solid theoretical foundation for this study;the second part is to do agood job in the design of this study,including research objects,research methods and research tools;the third part is to analyze the performance of teacher-child interaction in kindergarten teaching activities,from interaction.From the perspectives of frequency,interaction subject,interaction theme,interaction type and feedback behavior,we can complete the dialectical analysis of interaction performance.It can not only see the good interaction performance,but also locate the bad interaction performance.The fourth part is to analyze the existing problems of teacher-child interaction in kindergarten teaching activities,and accurately locate the causes.The fifth part is to summarize and propose solutions to the obstacles of teacher-child interaction in kindergarten teaching activities at this stage.The results show that the importance of kindergarten teaching activities has been greatly improved and the obstacles to kindergarten teacher-child interaction are widespread.However,these obstacles can be roughly summarized as the influence of traditional educational concepts,teachers themselves and teaching evaluation mechanism,which results in the imbalance of the status of teachers and children as the main body,the inadequacy of children's internal needs,and the low effectiveness of interactive feedback.One question.In order to promote the effectiveness of kindergarten teaching activities,it is necessary to formulate specific strategies for teacher-child interaction,to solve the obstacles of teacher-child interaction,and to lay the foundation for promoting the effectiveness of kindergarten teaching activities.