A Study On The Relationship Between Teacher-child Interaction Quality And Number Conception Development In Children Aged 5-6 Year

As the main body of the process quality,the quality of teacher-child interaction has received increasing attention from researchers and has become the core content of preschool education quality research.Many domestic and foreign studies have shown that teacher-child interaction quality plays a positive role in the development of children’s emotional control,social adaptation,literacy and executive function.Many foreign scholars have conducted research on the relationship between the quality of teacher-child interaction and the development of children’s mathematics ability,mainly focusing on the degree of correlation between the quality of teacher-child interaction and the development of children’s mathematical ability,and whether the improvement of the quality of teacher-child interaction can predict children’s mathematics Discuss the improvement of capacity development and other aspects.Foreign research provides empirical support for the influence of teacher-child interaction quality on the development of children’s mathematical ability,but it needs to be studied in a broader cultural context.As the concept of number is the "central conceptual structure" for the development of children’s mathematical ability,we believe that there is also a certain relationship between the quality of teacher-child interaction and the development of children’s number concept.Therefore,this study explores the relationship between the quality of teacher-child interaction and the development of the concept of mathematics in large classes at the same time from a horizontal perspective,in order to find the correlation path between the quality of teacher-child interaction and the development of the concept of mathematics in large classes,in order to promote kindergarten teachers to improve the concept of mathematics.Development provides practical guidance.This study conducted convenient sampling based on the level of kindergarten,and studied 12 classes in each of the first-level and second-level kindergartens in Chengdu.After using the self-made questionnaire "Family Socio-Economic Status Questionnaire" to control the family socio-economic status of children,the "Early Childhood Mathematics Ability Test" was used to test the development of the mathematical concept of 240 children in large classes,and the CLASS classroom assessment system was used to total 24 preschool teachers.The 1920-minute video recording was analyzed to evaluate the quality of teacher-child interaction.The research also uses interview methods to understand teachers’ basic information and their views on teacher-child interaction and the development of children’s number concepts.This study mainly uses SPSS25.0 software to process data,and at the same time organizes and analyzes the content of interviews with kindergarten teachers.Through analysis,the conclusions are as follows:(1)The quality level of teacher-child interaction in the kindergarten of C city is medium,with high scores in the field of class organization and emotional support,and the lowest score in teaching support;the quality of teacher-child interaction is significantly related to the kindergarten grade and teacher’s profession,and is related to the teacher’s academic qualifications,teaching age,professional title,etc.The factors are not significantly related.(2)The development of the concept of the number of children in large classes is at a medium-to-high level,and there are no significant differences in gender,educational background,and level of kindergarten.(3)The quality of teacher-child interaction is not significantly related to the development of children’s concept of mathematics in large classes,but its teaching support field is related to the development of mathematics concept of children in large classes;among the 10 dimensions under the quality of teacher-child interaction,positive atmosphere and teaching guidance form There is a significant correlation between cognitive development,feedback quality and the concept of children’s number in a big class.(4)The field of teaching support and the dimensions of positive atmosphere,cognitive development and feedback quality can significantly predict the development of children’s number concept.In response to the above research conclusions,the researchers made suggestions from the perspectives of kindergarten teachers and kindergartens.Suggestions for kindergarten teachers include: creating a positive atmosphere and forming a harmonious teacher-child relationship,advocating open questioning and cultivating children’s creative thinking,promoting children’s thinking and improving the quality of feedback,linking children’s real life with osmotic mathematics education,focusing on context focusin on problem solving,focus on multi-sensory manipulation to expand children’s participation.Suggestions for kindergartens include: strengthening training and improving teachers’ mathematics literacy,improving the evaluation and reward mechanism to promote teachers’ enthusiasm for work,establishing a learning community.