Teacher-to-Child Verbal Interaction: Problems And Countermeasures Study In Mathematics Collective Teaching Activities In Senior Classes Of Kindergarten

Good verbal interaction between teachers and children is the key to improving the quality of early childhood education,and it is also an important content that reflects teachers’ teaching ability and level.Mathematics collective teaching activity is an important organizational form of kindergarten mathematics education.The verbal interaction between teachers and children directly affects children’s understanding of the abstract,logical and scientific understanding of the content of mathematics education.Due to the lack of self-experience of young children,they need the help of adults to explore more mathematics.At present,there are more researches on teacher-child interaction and mathematics collective teaching activities,and less research on teacher-child verbal interaction on mathematics collective teaching activities.This research selects the verbal interaction behavior of teachers and children in 25 classes of mathematics collective teaching activities in a kindergarten in Changchun City as the research object.The quantitative research and qualitative research are combined with each other.The quantitative research is based on the Flemish interactive analysis for corresponding data analysis.,Qualitative research is the method of case analysis to jointly discuss the problems of the interaction between teachers and children in mathematics collective teaching activities,analyze the reasons,and put forward corresponding educational suggestions.This research uses the Flanders interactive analysis system to observe and code,generate the corresponding matrix analysis table,and quantitatively analyze the activity language structure,teachers’ teaching tendency,teachers and children’s emotional atmosphere according to the coding results,and combine the watched mathematics teaching activity cases.As well as the content of teacher interviews,the following conclusions are drawn: 1.Teacher-child verbal interaction is dominated by teacher’s speech,while children’s speech is less;2.Teacher’s speech is more controlled;3.The emotional atmosphere of mathematics teaching activities is relatively tense;4.Teachers Speech is mainly based on questions and lectures,with less praise and acceptance;5.Children’s verbal feedback is mainly based on teachers’ questions and responses,and their initiative is poor.According to the analysis of the problems and reasons for the interaction between teachers and children in the collective mathematics teaching activities,the following suggestions are put forward: 1.Pay attention to the subjectivity of children;2.Carefully set effective questions;3.Make mathematics content easy to understand and interesting 4.Optimize Teacher-related knowledge structure;5.Based on life,stimulate children’s original experience and ability;6.Create a relaxed and harmonious emotional atmosphere.