A Study On The Interaction Between Teachers And Special Children In The Collective Teaching Activities Of M Fusion Kindergarten In Kunming City

Since inclusive education entered the public’s field of vision,it has been receiving extensive attention,and the promotion of integrated education has become an irreversible trend in the world.At present,domestic scholars mostly focus on theoretical research on preschool integrated education,and there are few empirical studies that actually enter the activity site to observe the real situation of the interaction between teachers and special children.However,there are only three studies on the interaction between teachers and special children in preschool integration,so there is room for research in this study.This study selects the teachers and special children of Kunming City M Fusion Kindergarten as the research objects,adopting the observation method,and the researchers as indirect observers enter the class observation.The research tool is based on Liu Jingbo’s research framework of teacher-child interaction.In view of the particularity of the observation objects,appropriate adjustments have been made on this basis.The four aspects of interaction theme,interaction method,nature of interaction,and interaction results are collected in the collective.In the teaching interaction,teachers and special children’s interaction data are recorded,and the interaction situation is recorded.Finally,the collected data and cases are sorted out,and SPSS20.0 data processing software is used for quantitative analysis.According to the research results,the following problems existed in the interaction between teachers and special children in collective teaching activities:From the perspective of teachers,first,the status of the main body of the interaction between teachers and special children is unbalanced;second,the degree of control of the interaction between teachers and special children High;Third,teachers lack the skills to interact with special children;from the perspective of special children,it is mainly due to physical and mental defects that make special children’s own interaction poor.In addition,the author also combined with on-site observation cases and conducted formal and informal interviews with teachers to further analyze the reasons for the interaction between teachers and special children,mainly from the three aspects of kindergarten,teacher and class environment.Finally,this research proposes suggestions for improving the quality of interaction between teachers and children with special needs in collective teaching activities in the context of integrated education,starting from the three aspects of M integration of kindergarten management,teachers’ promotion of their own development,and play of the active role of their peers.