Research On Teacher-Child Verbal Interaction In Scientific Teaching Activities In Kindergarten

In the process of the scientific teaching in kindergarten,children need the "teaching" and guidance of teachers because they're inexperienced and in the state of limited cognitive development.Therefore,there is a close interaction between teachers and children in scientific teaching activities.Commonly,the forms of teacher-child interaction are verbal and non-verbal,but verbal interaction is the main form of teacher-child interaction,and speech is the most important medium to connect teachers and children.In scientific teaching activities,teacher's speech and children's are interdependent and interwoven with each other,forming a dialogue and communication situation.Teacher-child verbal interaction is one of the important forces to ensure children's scientific self-exploration.In order to understand the status of the verbal interaction between teachers and children in the scientific teaching activities of kindergartens,this study used non-participatory observation and structured interview to collect data,and processed the data with the methods of qualitative analysis and quantitative analysis.The present situation of teacher-child verbal interaction in the scientific teaching activities in kindergartens was studied,and its characteristics and problems were summarized.The Characteristics are as follows: asking questions to guide and stimulate children's thinking;Direct verbal guidance and indirect verbal guidance are combined to build a framework for children's exploration;support children's questions,and protect children's curiosity and thirst for knowledge.And four problems are as follows: The teachers are in charge of the initiative of discourse,and the young child plays the passive roles;children are marginalized in the process of the verbal interaction;Too much controlled speech led by teachers;It is necessary to improve the quality of verbal interaction between teachers and children.Based on the analysis of the current situation and problems of the verbal interaction between teachers and children in scientific teaching activities from the aspects of the arrangement of the scientific teaching activities themselves,children and teachers,the following five educational suggestions are put forward: Change the concept of teachers and position the role of teachers rationally;To clarify the principal position of children and promote equal dialogue between teachers and children;Pay attention to children's emotional needs,attach importance to children's emotional experience;Respect for children's personality and handle the relationship between fairness and difference correctly;To create a listening environment,and to be the children's loyal listeners.