A Case Study Of Teacher-child Interaction Based On The Early Reading Activities Of Kindergarten Middle Class

Early reading is an important part of the language field and plays an important role in the development of children's language.The high quality teacher-child interaction in early reading activities not only helps to improve children's reading ability and language development level,but also helps to improve the quality of early reading activities.This study takes the A kindergarten middle class in Fuzhou city as a case,based on the Classroom Assessment Scoring System as a research tool,using the CLASS observation sheet to score the early reading activities of the middle class,using SPSS22.0 to calculate the data,and then combining the specific cases for quantitative and qualitative analysis.Objectively presenting the status quo of the interaction between teachers and children in the early reading activities of the A kindergarten middle class and explores the possible influencing factors,and puts forward specific educational suggestions.In order to improve the quality of the teacher-child interaction in the early reading activities of kindergartens and provide certain reference significance.The research found that among the three dimensions:the level of “Emotional Support” is the highest,the dimension of “Class Organization” is the second,the level of“Instructional Support” is the lowest.Further analysis found: the atmosphere of interaction is harmonious,the relationship between teachers and children is harmonious.;the teachers are generally sensitive,and the children's attention is insufficient;the activities are led by teachers,neglecting the children's autonomy;the form and materials of the activities are single,the children's interest is not high;inexperienced teachers,passive monitoring of problem behavior;pay attention to knowledge transfer,neglect the cultivation of children's advanced thinking;the quality of feedback is general,lack of continuity of interaction.;descriptive language and high-level language are used less,and language demonstration is insufficient.Further analysis found that the quality of the teacher-child interaction is influenced by the subjective and objective factors: the teacher's educational concept,the teacher's early reading knowledge,the teacher's reflective ability,the teacher's personality characteristics,and the young children's the level of language development,children's existing life experience,the personality characteristics of young children,the classcapacity and garden teaching and research content.