Research On The Current Situation And Countermeasures Of Teacher-child Interaction In Kindergarten Science Education Activities

Early childhood science education is a science enlightenment education.Preschool period is the golden age of scientific literacy.Teacher-child interaction is the key to improving the quality of preschool education.Therefore,it is of great significance to explore the interaction between teachers and children in science and education activities.In this study,a combination of quantitative and qualitative research methods was used.The CLASS classroom evaluation system was used as a research tool.Two urban demonstration parks and two townships in the township were randomly selected,and small and medium shifts were randomly selected in each kindergarten.One class for each class,and two kindergarten teachers for each class.Taking the interaction of the teachers and children in the scientific collective education activities of the 24 teachers as the research object,the activity process was recorded by means of video shooting,and the video samples were scored through the CLASS system score sheet.Firstly,it quantitatively analyzes the interactive performance of teachers and children in the collective education activities in the kindergarten science field,and summarizes the characteristics of the interaction between teachers and children in science activities in Nanjing.Secondly,based on the quantitative research,the case analysis is based on the ten sub-dimensions of the CLASS system,and the problems existing in the teacher-child interaction of the collective education activities in the kindergarten science field are deeply explored.After the above research and analysis,the conclusions are as follows: the overall status of the teacher-child interaction in the collective education activities in the kindergarten science field in Nanjing shows that the “positive atmosphere” is in good condition;the teacher ignores the child's subject status and the child's autonomy is low;the teacher sensitivity is not in the teacher-child interaction.Strong,can not understand the needs of young children;in the implementation of science education activities,"forward-looking" is poor,the level of teaching and material supply needs to be improved;teachers pay too much attention to scientific knowledge and inquiry results,ignoring the cultivation of children's creative reasoning ability and emotional attitude.Based on the above conclusions,combined with factor analysis,the following countermeasures are proposed: respecting the child's subject status,encouraging children to actively construct and self-exploration;paying close attention to children's needs,providing diversified guidance and material support;attaching importance to innovative thinking development,cultivating analytical reasoning and imagination Encourage teachers to participate in professional and on-the-job training to enhance teachers' professionalism.Teachers pay too much attention to scientific knowledge and inquiry results,ignoring the cultivation of children's creative reasoning ability andemotional attitude.Based on the above conclusions,we propose the following countermeasures in combination with factor analysis: respect the child's subject status,encourage children to actively construct and self-exploration;pay close attention to children's needs,provide diversified guidance and material support;attach importance to innovative thinking development,cultivate analytical reasoning and imagination Ability;encourage teachers to participate in professional and on-the-job training to enhance teachers' professionalism.