A Study On The Verbal Interaction Behavior Of Teachers And Children In Picture Book Reading Teaching In Kindergartens

Language interaction between teachers and children runs through every link of children's daily life.It is an important guarantee for the realization of kindergarten's educational goals and a key factor for promoting children's all-round development.The teaching activities of picture book reading in kindergartens take picture books as the carrier and let children understand and acquire knowledge through storytelling.All these activities are carried out through teacher-child speech interaction.Good teacher-child speech interaction can not only ensure the achievement of teaching objectives of picture book reading,but also promote the development of children in all aspects.Although the current research on teacher-child speech interaction involves various fields,there is a lack of research focusing on teacher-child speech interaction in picture book reading teaching activities.Therefore,this study chooses A Garden and B Garden in Xi'an as the research object,collecting 10 sections of picture book reading teaching activities in small,medium and large classes,and using Flanders Interactive Analysis System as the research tool,observing and coding 30 sections of picture book reading teaching activities,processing coding,data analysis and qualitative research methods to explore teacher-child speech behavior in picture book reading teaching activities.Interactive,draw conclusions and put forward teaching suggestions.Through quantitative analysis,the following results are obtained:In the teacher-child speech structure,the teacher speech ratio is much higher than the child speech ratio.There are significant differences between teachers' speech and children's speech in different age classes.The speech of teachers in small class is higher than that of teachers in middle class and that of teachers in large class.There are differences between teachers'and children's speech in different kindergartens.In the analysis of the emotional atmosphere of teacher-child interaction,some teachers can create a relaxed and pleasant atmosphere with children in the teaching activities of picture book reading,and some teachers and children have a tense atmosphere of emotional interaction.The emotional interaction between teachers and children shows the coexistence of hannony and tension.There was no significant difference in the emotional atmosphere between teachers and children in different age classes and different kindergartens.In the analysis of teachers' teaching tendencies,most teachers still tend to take positive reinforcement and direct control of children,mostly to explain to children unilaterally in order to achieve teaching objectives,and use commands,criticisms and other words to control teaching activities.Only a small number of teachers indirectly control children's tendencies.And there is no difference in the teaching style of teachers in different age classes and different kindergartens.In the analysis of teacher-child question-and-answer mode,closed question-and-answer mode is higher than open question-and-answer mode,which indicates that teachers put forward more closed questions,and there are significant differences in the comparative analysis of teacher-child interactive question-and-answer mode in different age groups.There is no difference in teacher-child question-and-answer patterns among different kindergartens.Based on the above analysis,the interaction between teachers and children in picture book reading teaching shows that teachers are the main initiators of speech,and children's active speech is valued;the emotional atmosphere of teacher-child interaction coexists with tension and harmony;teachers'teaching tendency is directly controlled;teachers'questioning speech frequency is high,but its effectiveness is insufficient.According to the existing problems,this paper puts forward corresponding educational suggestions:to construct equal dialogue relationship and enhance children's speech subjectivity;to use "love" to attract "action"and pay attention to children's emotional needs;to change the role of teachers and respect for children's development;to improve questioning skills and enhance the effectiveness of speech...