Research On Teacher-child Interaction In Kindergarten Science Education Activities Analysis

Kindergarten science education activities are an important part of kindergarten education,and teacher-child interaction in science education activities is an important carrier to realize the goal of science education and improve the quality of science education.Good teacher-child interaction in science education activities not only helps to form a positive relationship between teachers and children,but also helps young children to gain rich perceptual experience,develop image thinking,and develop logical thinking skills in the process of interaction with teachers.The goal of science education and lay a good foundation for the overall development of young children.The problems faced by teachers and children in the current kindergarten science education activities have affected the overall quality level of science education.In this study,the research methods of observation,interview and case analysis were used.The CLASS classroom assessment scoring system was used as the research tool.The 24 science education activities in the 2 kindergartens of L City were selected as the research samples,and the data was processed by SPSS21.0application software.Analyze the interaction between teachers and children in the current kindergarten science education activities.Through the analysis of the data and the field observation,the performance characteristics of the teacher-child interaction in the kindergarten science education activities under the observation dimension provided by CLASS are obtained: the emotional support field is at the upper-middle level,and the activity organization field is at the intermediate level.The field of education support is at a lower-middle level.It reflects the problems existing in the interaction between teachers and children in early childhood science education activities: 1.In the field of emotional support,teachers are too dominant and sensitive to the inquiry process;2.Prospective lack of interaction and interaction of teachers in the field of activity organization Insufficient ability to promote early childhood science inquiry;3.In the field of education support,teachers pay insufficient attention to children's scientific understanding,and the quality of feedback needs to be improved.The researchers try to analyze the reasons from both subjective and objective aspects,and put forward suggestions for improvement from the three aspects of preconditions,process quality and external support: 1.Preschool teachers should establish a comprehensive scientific view.2.Preschool teachers should be in preschool.Interactive interaction under the characteristics of children's science learning 3.Preschool teachers should maintain the spirit of dialogue in the process of interaction 4.Preschool teachers should be sensitive in the process of interaction 5.Kindergarten should organize a park with the core of teaching knowledge(PCK)This training 6.Kindergarten should carry out training on the knowledge and skills of teachers and children.