A Study On The Interaction Between Teachers And Children In The Collective Teaching Of Mathematics In Kindergarten

Preschool mathematics education is an important part of science field in preschool education.Kindergarten Mathematics collective teaching activity is the main way for children to receive scientific education and acquire scientific literacy.Teacher child interaction is a process in which kindergarten teachers and children interact and influence each other around a specific problem or an activity theme under a certain educational situation.Good interaction between teachers and children not only helps teachers and children to establish a good relationship,but also helps children gain rich perceptual experience,improve image thinking and logical thinking ability in the process of interaction with teachers,so as to achieve the goal of Kindergarten Mathematics Education,improve the quality of Kindergarten Mathematics Education,and lay a solid foundation for further learning in other fields.In this study,teachers and children of a public kindergarten in Shijiazhuang city are selected as the research objects.Based on the scene of collective teaching activities in Kindergarten Mathematics,the class assessment scoring system is used as the research tool,and non participatory observation is carried out in combination with class observation scoring sheet.The video samples collected are observed and scored,and the scoring results are measured by SPSS17.0 data processing software Qualitative analysis is carried out to analyze the typical problems in the process of teaching activities,so as to investigate the real state of teacher-child interaction in different age classes of Kindergarten Mathematics collective teaching activities,reveal the differences and characteristics of teacher-child interaction between different age classes,explore the main factors affecting teacher-child interaction in children's Kindergarten Mathematics collective teaching activities,and combine relevant theories,Some feasible suggestions are put forward to improve the interaction between teachers and children.Based on the analysis of existing data,this paper summarizes the following characteristics of teacher-child interaction in different age classes of mathematics collective teaching activities in kindergarten:(1)teacher-child interaction is generally at a medium level,but the characteristics of different age classes are different: the level of "emotional support" in teacher-child interaction in large class is low,the dimensions of "educational support" in teacher-child interaction in middle class are unbalanced,and the "activities" in teacher-child interaction in small class The level of organization is low;(2)in the three areas,the differences of different age classes are not the same: small class teachers pay more attention to emotional support and education support,relatively ignore the field of activity organization;middle class teachers are relatively stable in the middle level;large class teachers pay more attention to the field of activity organization,relatively ignore the field of education support and emotional support;(3)in the ten dimensions,The differences of different age classes are not the same: the large class pays more attention to "activity organization efficiency" and relatively ignores "positive atmosphere";the middle class pays more attention to "cognitive development" and relatively ignores "feedback quality";the small class pays more attention to "positive atmosphere" and "children's perspective",and ignores "teacher sensitivity".According to the existing research results,it is found that there are many influencing factors,mainly including: first,the primary education of early childhood influences the level of "positive atmosphere" dimension of large class;second,teachers ignore the personalized development and affect the level of middle class teaching support field;third,teachers' understanding of early childhood influences the level of "teacher sensitivity" dimension of small class;fourth,the Mathematics Specialty of early childhood teachers Professional quality affects the interaction between teachers and children.Finally,according to the existing research conclusions,put forward relevant education suggestions: first,large class teachers should have a comprehensive education connection,emotional support can not be ignored;second,middle class teachers should respect the differences of children,pay attention to the quality of feedback;third,small class teachers should improve mathematical sensitivity,balance the field of emotional support;fourth,early childhood teachers should improve their own mathematical professionalism,establish Correct view of children.