Action Research On Improving The Quality Of Kindergarten Teacher Interaction

As a special interpersonal interaction,the interaction between teachers and children directly affects the individual development of children,the professional development of teachers and the quality of kindergarten education.Nowadays,the essence of "teacher-child interaction" is gradually clear at home and abroad,and efforts are made to build a new type of teacher-child relationship.However,the dynamic characteristics of the teacher-child interaction,the gap between the teacher and the child,and the actual gap are still urgent problems to be solved.This study is an action research method.Through observation methods,behavioral verification,case law,etc.,it verifies the problems existing in the teacher-child interaction and analyzes the causes.According to the interview,the teachers' own ideas mainly have the following four aspects: 1.The pressure is under,the interaction is less 2.The role of the role is not clear enough,the concept and practice are biased 3.The effective interaction is not enough 4.For the children especially“Special”children are not fully understood.Moreover,the initial verification found that the teacher and child interaction problems in the group teaching,mainly for teachers to be more dominant,discipline constraints and strict language control.The first stage aims to promote understanding with ideas,to understand actions,and to achieve the goal of getting closer to the teacher-child relationship.In the concept of assisting cooperative teachers to establish a "three outlooks." The action strategy is to improve the strict language control in group activities,and to understand the age characteristics of the class,prevention first,rules,corner help,strategic reserve and other actions.After the effect detection,the teacher's speech control frequency is reduced,and the discipline constraint is positive.However,there are also problems such as negative feedback from teachers' questions,low interest in children,and ineffective interaction between teachers and individual children.Therefore,the second phase of the action plan is based on the behavior checklist and teacher reflection.In the second stage,the teaching support promotes interactive feedback,and the“good”children who care for the loss and care are transferred from the collective to the individual children,and the teacher-child relationship is reached.Action strategy Pre-preparation,reserve coping strategies and evaluation links to improve teacher teaching and questioning;to deepen understanding,tap the advantages,home cooperation,generate courses and other methods to enhance the quality of teacher-individual interaction.However,the high-quality teacher-child interaction is still in the maintenance stage.How to make the teacher-child interaction always maintain a high-quality state,and the creation of a harmonious teacher-child interaction emotional atmosphere has become the third phase of improvement.The third stage starts with the promotion of educational support and the creation of an emotional atmosphere to achieve the goal of improving the quality of teachers and children.In order to ensure the persistence of high-quality interaction,the personal perspective is to support teachers' education support with feedback,tasks and rewards;to build a harmonious and interactive atmosphere with self-improvement,active atmosphere,teachers' cooperation and home creation.After the completion of the entire three-phase action plan,according to the action checklist and teachers and children's interviews,the interaction between teachers and individuals,group children,and the creation of a harmonious teacher-child interaction atmosphere have all played a certain role.It has played a certain reference role in the teacher-child interaction of this cooperative teacher and other teachers.