A Study On The Interaction Between Teachers And Children In The Mathematics Teaching Activities Of Large Classes In Kindergartens

Mathematical knowledge is an abstract logic knowledge.Teachers are adults with abstract thinking,while children’s thinking has the characteristics of concrete image.Good teacher-child interaction can break the thinking contradiction between teachers and children in mathematics teaching activities.In the mathematics teaching activities of kindergarten,effective teacher-child interaction can promote the comprehensive development of children and improve the quality of mathematics education.The study according to previous researchers to the teacher young interaction,the connotation of maths teaching is determined,and combining with the CLASS rating system and the framework of descriptive indicators,clarify the kindergarten’s senior young interactive concept,mathematics teaching activities on the dialogue theory,theory of communicative rationality,teacher development theory,learning community theory as the foundation of philosophy,analyst at one of the main features of the young interaction.According to the nature of regional characteristic and the garden in the city,county,village selection public garden and private garden,a total of 44 teachers,based on the quantitative relationship between kindergarten’s senior this crucial experience,ruled out teaching this subject content different independent variables of interference,recorded by the mathematical relationship between video content for the teaching of mathematical collective teaching activities,44,of the data by SPSS24.0 descriptive statistics analysis,single factor variance analysis and independent sample t-test analysis,it is concluded that the kindergarten’s senior mathematics teaching activities for junior college students overall quality level of interaction,and through the analysis under different background variable young interaction quality group differences,Combining the observation method,interview method and case analysis method,this paper analyzes the quality and quantity of the teacher-child interaction in the math teaching activities of large classes in kindergartens,explores the problems and attribution of the teacher-child interaction in the math teaching activities of large classes in kindergartens,and puts forward strategies for improving the quality of the teacher-child interaction in the math teaching activities of large classes in kindergartens.According to the analysis of the results and a detailed description of each index CLASS classroom assessment,combining with the video clip content with theinterview result of kindergarten’s senior mathematics teaching activities classroom young interaction and attribution of carding and analysis of existing problems,found that parents of kindergarten’s senior mathematics teaching activities classroom young interaction exist the following problems: no qualification teachers lack of interaction between sensitivity and education support ability;The overall level of teacher-child interaction is low and there are great differences in each dimension.The level of teacher-child interaction among teachers with low educational background is generally low.Teachers without professional background are weak in educational support;The level of teacher-child interaction among teachers in rural kindergartens is significantly low.The reasons for the above problems may include the following three aspects: the professional quality of kindergarten teachers is uneven;Insufficient support for teachers’ professional development in kindergartens;The resource supply of educational administrative departments for teachers’ professional growth is unbalanced.Mathematical teaching activities according to the kindergarten’s senior classroom young interaction problems and cause analysis,from the aspect of teachers,kindergarten level,the administrative department of education level for kindergarten’s senior mathematics teaching activities classroom young interaction quality put forward improving strategies: teachers should improve their professional accomplishment,heterogeneity and diversity,respecting children’s sensitivity to improve education and education support ability;Kindergarten should attach importance to teacher professional growth,cultivate teacher learning community,improve teaching evaluation and incentive mechanism;Educational administrative departments should reasonably allocate training resources,ensure equal training opportunities for teachers,and reasonably carry out training according to teachers’ needs.