Research On The Status Quo And Quality Improvement Strategies Of Teacher-child Interaction In Large Class Science Education Activities

Science education is an educational activity initiated by teachers to assist and guide young children to actively explore.Behaviors and languages that have a two-way influence between teachers and children belong to teacher-child interaction.The quality of teacher-child interaction affects science education.The overall level of the activity.In science education activities,the quality of interaction between teachers and young children is not only related to the degree to which teachers' educational goals are achieved,but also to the extent to which young children's thinking ability is developed.Science,as one of the five major education areas of kindergartens,has an important role in the individual development of young children,and the developmental characteristics of the physical and thinking abilities of large class children determine that teachers should provide them with operable and inspiring and exploratory educational support in their science education activities.Higher education support,and it all depends on high-quality interaction between teachers and children.This article analyzes 48 large-class science education videos taken by 24 teachers in 12 kindergartens in different regions of Xinyang City with the help of Classroom Assessment Scoring System(CLASS).The overall level of the quality of interaction between teachers and children in Xinyang City is low.The dimensions are combined with specific cases to conclude that the overall positive atmosphere in teacher-child interaction in large-scale science education activities is good,the negative atmosphere is very small,the teachers are sensitive,the teachers can basically respect the children's perspective,the teachers' behavior management ability is average,and the output and education The learning arrangements are average,the concept of teacher-led child development is inadequate,the quality of feedback between teachers and children is poor,and the language demonstration of teachers is poor.Based on the analysis results of teacher-child interaction quality and the characteristics of teachers and the school,the information obtained after interviews between the teacher and the headmaster is sorted out,and analysis of the causes from the teachers and the school shows that the factors affecting the teacher-child interaction are: The teacher's understanding of the connotation of teacher-child interaction,the teacher's view of children,the teacher evaluation model,and the opportunity for teachers to receive on-the-job training.Combining the status of teacher-child interaction and the factors that affect teacher-child interaction,the author believes that teachers can start from three aspects: deepening teacher-child relationship,creating a learning environment,and making good use of language strategies.Effective learning materials,empowering children,asking questions,and focusing on language quality are the six ways to improve the quality of teacher-child interaction in science education activities.In terms of parks,the quality of teacher-child interaction can be improved indirectly by improving the teaching management and evaluation mechanism and guaranteeing on-the-job training opportunities for teachers.