Research On The Quality Of Teacher-Child Interaction In Kindergarten Large Class Picture Book Teaching Activities ——Analysis Based On Class Classroom Evaluation Scoring System

Teacher child interaction is the interaction between teachers and children.It is an important index to measure the quality of kindergarten education.Children are in an important period of development.High quality teacher-child interaction can not only meet the needs of children’s subjective development,but also be of great significance to improve the quality of preschool education.The purpose of this study is to investigate the current situation of teacher child interaction in large class picture book teaching activities in kindergartens,summarize its characteristics and influencing factors,and put forward educational suggestions to provide support for improving the quality of teacher child interaction in picture book teaching activities.Taking N kindergarten in H city as an example,this study takes the randomly selected 12 large class picture book teaching activities as the research sample.The research sample adopts the form of recording and non participatory observation.Then observe and score the samples through the class classroom evaluation scoring system,so as to count the scores of teacher-child interaction quality in large class picture book teaching activities,and use spss 22.0 process and analyze the data.At the same time,12 teachers in the park were interviewed to pave the way for further analysis.Through the results of this study,it is found that: first,in the large class picture book teaching activities of N kindergarten in H City,the quality of teacher-child interaction presents a medium to upper level,in which the quality of teacher-child interaction scores the highest in the field of emotional support and the lowest in the field of teaching support;The three areas are significantly related to each other.Second,the quality of teacher child interaction needs to be strengthened and improved in terms of teacher sensitivity,class organization（correcting bad behavior,diversified forms and materials）and teaching support（contact with the real world,providing information and language demonstration）.Third,the quality of teacher child interaction is affected not only by the objective factors of teacher child ratio and kindergarten training,but also by teachers’ professional quality,children’s psychological factors,personality and subjective factors of interest.Accordingly,suggestions are put forward from the two aspects of kindergartens and teachers.At the kindergarten level,organize and carry out curriculum training and teaching research activities with the theme of teacher child interaction,establish a normalized evaluation mechanism,incorporate the quality of teacher child interaction into the teaching evaluation index system,reduce the class size or increase the ratio of teachers to children on site;At the teacher level,improve their professional quality and teacher sensitivity.In order to create a good atmosphere for kindergarten teaching activities and optimize the quality of teacher-child interaction in picture book teaching activities.