A Study On The Interaction Between Teachers And Children In The Transition Of Life

In recent years,improving the quality of preschool education has become a hot spot in the education sector,and teacher-child interaction is an important index to evaluate the quality of preschool education.From the present point of view,scholars have studied "teacher-child interaction" from many angles,but as a unique educational resources of the transition link is rarely studied.Transition link as an important part of kindergarten daily life contains unique educational value,it is also an important scene of teacher-child interaction.Under this background,exploring teacher-child interaction can enrich educational theory research and provide theoretical support for first-line teaching practice.In this study,three middle classes were randomly selected from a public kindergarten in Chongqing,and the teacher-child interaction events in the transition link of one-day life were observed and recorded by observation method,interview method and case analysis method,and the collected teacher-child interaction events were 354.Using teacher Liu Jingbo’s teacher-child interaction research paradigm as the main research tool,this paper analyzes the present situation from five aspects: interactive subject,interactive theme,interactive nature,interactive result and interactive link,and analyzes the interaction between teachers and young children in different stages of development,the current situation of interaction between children and teachers of different genders and the differences in existence.Data analysis tools are carried out with the help of SPSS21.0.The results are as follows:1.the aspect of interactive subject,teachers respect the main position of children in the transition link.2.the subject of interaction,teachers initiate more discipline and lack of emotional interaction;teachers rarely initiate the interaction of questioning;the theme of interaction is biased in different transition links;novice teachers open less guidance activities;and girls are more prominent in seeking guidance and help than boys.3.the aspect of interactive nature,teachers and young children interact with each other with neutral behavior;the nature of interaction has tendency in different transition links;in the face of the interaction opened by familiar teachers,the positive emotional characteristics of young children are more obvious;teachers do not give girls a negative.4.the result of interaction,the interaction between teachers and children is mainly accepted.According to the above conclusion,then from the teacher’s professional accomplishment and character characteristics,as well as the child’s gender,character,kindergarten’s understanding of the value of the transition link and kindergarten’s work and rest system and other factors to analyze the reasons that affect the interaction between teachers and children in the transition link.Finally put forward the corresponding educational suggestions :1.Teachers should improve their professional qualities.In this study,the specific performance of these aspects: pay attention to emotional communication,fair treatment of young children,active interaction.2.kindergarten should pay attention to the transition link and formulate a good working and rest system.