A Study On The Interaction Between Teachers And Children In The Structure Game Of The Middle Class In Kindergarten

Structured games are often played in kindergartens,and they are more frequently used in kindergarten regional activities and transition activities.It provides rich construction materials for the interaction between children and teachers.The main feature of children’s structural games is constructivism.Teachers’ effective interaction with young children during the middle class structure game will help young children to gain perceptual knowledge and experience in construction,stimulate young children’s divergent thinking and creativity,develop young children’s construction skills and aesthetic abilities,and cultivate young children’s will to persist quality and personality,meet the needs of different children’s autonomous construction,promote the development of children’s different abilities,and improve the quality of structure games in the middle class.Therefore,it has important value for the development of young children.Good teacher-child interaction can not only promote children’s initiative and creativity in structural games,improve children’s construction skills,but also benefit the professional development of teachers.Structure games can creatively reflect real life.The study of teacher-child interaction in structure games can not only help people to know the interaction between teachers and children in structure games,but also can improve the professional ability of teachers and enhance the relationship between teachers and children.This study takes the middle school teachers and young children of two different kindergartens in Taiyuan City as the research objects,and uses the observation method and interview method to study the interactive behavior of teachers and young children in structured games.The researcher collected 437 incidents of teacher-childinteraction behaviors in structure games in middle classes,and processed the collected data through the SPSS22.0 application software,analyzing the interaction between teachers and children in structure games from the interaction subjects,interactive content,and interaction results.The differences,combined with the specific cases of teacher-child interaction,reveal the main characteristics of teacher-child interaction.Under the guidance of the symbolic interaction theory and the high and wide curriculum model,from the three dimensions of the kindergarten environment,teachers,and children to analyze the factors affecting teacher-child interaction,this study try to put forward suggestions to optimize teacher-child interaction behavior.Based on the statistical analysis of the data,the researcher combined the specific cases to present the main characteristics of the teacher-child interaction behavior in the kindergarten structure game: 1.Teacher are the main initiators of the teacher-child interaction;2.The result of the teacher-child interaction behavior is mainly for young children to accept suggestions;3.The one-sidedness of teacher-child interaction content;4.Teachers’ interactive behaviors are dominated by their own experience;5.Authoritativeness of teachers’ interactive behaviors;6.Children show attachment needs in teacher-child interaction and reject incidents were dominated by children’s complaints.Based on the results and characteristics of the study,the researcher analyzed the factors that affect the interaction between teachers and children in the kindergarten structure game from three aspects: kindergarten environment,teachers and children.In terms of kindergarten environment,the researcher analyzed the important factors that affect the interactive behavior of teachers and children from the placement of construction materials,the importance of the director to the structural games and the time of the structural games.Teachers and children are the main subjects ofteacher-child interaction.In terms of teachers,teachers’ professional quality and roles are the main factors affecting teacher-child interaction.As for children,gender differences and age characteristics of children are the main factors affecting teacher-child interaction.According to the conclusions of this study,the corresponding educational suggestions are put forward: 1.Create a good physical and psychological environment for teacher-child interaction;2.Do a good job of teacher role positioning;3.The gender difference of children in structural games should be treated correctly.