| As the main part of process quality,teacher-child interaction has increasingly become the core index of international preschool education quality research.At the same time,teacher-child interaction is also the core factor that restricts the quality of life activities.Research on teacher-child interaction in life activities is not only conducive to improving the quality of life activities in kindergartens,but also enriches the study on teacher-child interaction in life activities.In this study two Angle of view for the introduction of the kindergarten life activities for junior college students interaction and the study of all reality,one is a top-down perspective,use the CLASS tool quality grade,and by CLASS tools adapted from "the kindergarten life activity code division young interaction in the table of statistics teachers and children’s language and behavior performance.The other is from a bottom-up perspective.Nvivo is used to open code teachers’ speech in daily activities,and then summarize the core speech types.Based on this,this study is divided into the following five parts.In the first part,the question is proposed.Through a comprehensive analysis of the literature,the starting point and topic and direction of this research are determined,and on this basis,the research problems and objectives of this research are further clarified.The second part,research design.In this study,15 middle classes in 10 kindergartens were selected for half-day activity observation,and then morning entry activities,dining activities and hygiene activities were selected.A total of 75 segments of life activities were obtained,And then use the Class tool to score the quality,The code table of teacher-child interaction in kindergarten life activities is used to count the language and behavior performance of teachers and children.Then,Nvivo tool is used to summarize the language types of teachers,so as to analyze the teacher-child interactionThe third part is the analysis of the interaction between teachers and children in kindergarten life activities.Firstly,the CLASS tool was used to analyze seven kinds of teacher-child interaction behaviors of teachers and children in kindergarten life activities,which were behavioral expectation,anticipating improper behavior,correcting improper behavior,avoiding negative waiting,routine,transition and activity preparation.Secondly,four types of teacher discourse in kindergarten life activities are obtained from the bottom up through NVIVO,including knowledge transfer and skill speech,behavior reinforcement speech,instruction speech and conservation speech,and the components of each language are further analyzed.The fourth part is the analysis of the language and behavior problems in teacher-child interaction and the reasons.There are three main problems in teachers’ language and behavior in teacher-child interaction :(1)strong control and restraint;(2)The interaction between teachers and children is more directed to the whole children,ignoring the interaction with individual children;(3)Teachers often express anger or sarcasm in their language.In addition,the main causes of teacher-child interaction problems in kindergarten life activities are as follows: teachers’ views on children affect teachers’ behaviors in teacher-child interaction;Teachers’ understanding of quality teacher-child interaction is not deep enough;High preschool teacher ratio affects teachers’ interaction with individual and group children;The requirements and management of living activities in the park are insufficient.The fifth part is the suggestion of active and effective interaction between teachers and children in kindergarten life activities.Suggestions mainly include five points: to carry out teacher training of interactive knowledge between teachers and children;Increase the frequency of teacher-child interaction,and pay attention to individual children’s performance;To establish an emotional connection with children for acceptance and care;The language and behavior of teachers are demonstrative;Enhance the guidance of children’s self-care ability in life... |
