The Research On Teacher-child Interaction In Kindergarten's Senior Class Mathematics Colletcive Teaching Activities

Preschool education plays a fundamental role in people's life.However,the phenomenon of "primary school" in kindergartens in China has seriously damaged the physical and mental development of children.Although our country attaches great importance to govern the phenomenon of kindergarten primary school,it can not be stopped.Mathematics,as one of the main subjects of primary school,has become the most primary school oriented subject.Interaction between teachers and children is an important factor affecting the quality of preschool mathematics collective education activities.Only when teachers really master the strategy of how to effectively interact with children in practice,they can effectively teach and promote the development of children.How do teachers interact with children in primary school tendency kindergarten and non primary school tendency kindergarten? Is there any difference between them? What do we think of this difference? How to improve the interaction quality between teachers and children based on basic data? In this study,the lag sequence analysis method is used to compare the behavior sequence of teacher-child interaction between primary school tendency kindergarten and non primary school tendency kindergarten in mathematics collective teaching activities of senior class to find the similarities and differences,and then analyze the influencing factors and propose suggestions.This study mainly used the Lag Sequential Analysis method and interview method.Two senior class teachers and their children were selected from the Y kindergarten(primary school tendency kindergarten)and the Q kindergarten(non primary school tendency kindergarten).Their interaction behaviors between teachers and children were collected and analyzed.The results show that teachers in both kindergartens start teaching by asking questions,and teachers start more interactive events than children.(1)In the aspect of teachers' behavior,teachers of non primary school tendency kindergarten ask questions in high cognitive level,answer children's answers with expansibility,intervene children's operation with high quality,rarely and restrain children's discipline rarely.while teachers of primary school tendencykindergarten use questions of low cognitive level,terminate responses,intervene with low quality and restrain children's discipline frequently.(2)In terms of children's behavior: there is no difference in active questioning;the frequency of children's answering questions and free operation in non primary school tendency kindergarten is higher than that in primary school tendency kindergarten;the frequency of children's active display and exercise in primary school tendency kindergarten is higher than that in non primary school tendency kindergarten.There are three factors that affect the interaction between teachers and children,including preschool teachers,kindergartens and parents.This study puts forward suggestions to improve the interaction quality of teachers and children from three aspects: Teachers' self-learning awareness and professional quality,kindergarten's support for kindergarten teachers and co-education of family-kindergarten.