Teaching Support Research In Kindergarten Teacher-child Interaction

The quality of teacher-child interaction is the core and key to the quality of preschool education.In recent years,it has gradually become an important topic in preschool education research.The Classroom Assessment Scoring System(CLASS)proposed by American researcher Pianta et al.divides the quality of teacher-child interaction into three areas: emotional support,class management and teaching support.High-quality teaching support not only promotes children's preparation for challenging learning situations and participation in learning,but also predicts children's language,academic and social performance,and has very important educational value.This study uses the CLASS assessment framework to take the kindergarten social collective activities as an example,and conducts a preliminary exploration of the teaching support in the teacher-child interaction.The study conducted video recording,transcription,coding and statistics on the social group activity classes of 27 kindergarten teachers.The three dimensions of cognitive development,feedback quality and language demonstration revealed the use of kindergarten teachers' teaching support strategies and strategies.Related behavior.The results show:1.Under the cognitive development dimension,teachers use the “connected with real life” strategy the most frequently,and the “follow-through” strategy is the least frequent.“Analysis and reasoning”,“creative digging” and “melting through” can lead to high-level answers from young children.2.In the feedback quality dimension,the teacher uses the “feedback loop” strategy most frequently,and the “bracket” strategy uses the least frequency.In addition to the “promoting thinking” strategy that can trigger more high-level cognitive responses for young children,the four strategies of “feedback loop”,“provide information”,“encourage and affirmation” and “scaffold” trigger low-level responses for young children..3.The frequency of “repetition and extension” teaching support strategies in the language demonstration dimension is far more than the two strategies of “self and parallel dialogue” and “higher language”.The three strategies in this dimension are difficult to trigger high cognitive level responses for young children.In general,in the collective activities in the social field,the teachers have more questions and lack of flexibility,and there is feedback awareness,but the activities tend to be high-control,and they can respond to the children in time but not enough.In order to improve the quality of teaching support in teacher-child interaction,teachers should pay attention to open-ended questions,promote the development of young children's thinking,give children more space for free exploration,provide effective support,strengthen language demonstration,and promote children's expression ability.