A Study On Teacher-child Interaction In Kindergarten Large Class Mathematics Teaching Activities ——Based On Observation And Analysis Of Classroom Assessment Scoring System

The mathematics teaching activity of kindergarten large class carries the bridge of transforming abstract and generalized mathematics knowledge.High-quality teacherchild interaction can not only promote the effective realization of the activity goals and the high-quality completion of the activity plan,but also more conducive to children to construct basic mathematical concepts,develop their abstract thinking,and good habits of mathematical learning.In order to further improve the quality of teacher-child interaction in kindergarten large-class mathematics teaching activities,it provides necessary theoretical reference.This study used a simple random sampling method,and the research objects are selected from one public park,one private inclusive park and one private park in Changchun City,each park selects 2 large classes and a total of 6 large classes for research.The research tool selects the Classroom Assessment Scoring System.In this study,a total of 36 large-class mathematics teaching activity videos with the theme of quantitative relationship taught by 12 preschool teachers are collected,and 12 preschool teachers were interviewed at the same time,SPSS 25.0 and The Observer XT are used for quantitative analysis,to obtain the current status of teacher-student interaction in kindergarten largeclass mathematics teaching activities.In kindergarten large class mathematics teaching activities,teacher-child interaction is at a medium level.There are significant differences between public parks,private inclusive parks,and private parks in three areas.In ten dimensions,except for the NC,it doesn’t make a significant difference,and the other nine dimensions have significant differences.The quality of teacher-child interaction in public kindergartens is higher than that of private inclusive and private kindergartens,which have their own strengths in different fields and dimensions.Seven characteristics of teacher-student interaction in large-class mathematics teaching activities:Most teacher-child interactions present a positive atmosphere,less negative atmosphere;The activity arrangement efficiency of preschool teachers is high,and the behavior management is clear and effective;Teacher-child interaction is led by kindergarten teachers,child lack of subject status;Preschool teachers have low sensitivity in mathematics teaching and insufficient opportunities for children to interact;The quality of preschool teachers’ interactive feedback is poor,and their guiding ability needs to be strengthened;Preschool teachers organize less exploratory activities,and children’s cognitive development is limited;Preschool teachers’ mathematical language demonstrations are rare,and children’s mathematical language is inaccurate.The quality of teacher-child interaction is affected by the three levels of preschool teachers,children and kindergartens.The preschool teacher level includes mathematics education concept,knowledge level and teaching ability;Preschool level includes mathematics experience and personality characteristics;Kindergarten level includes mathematics teaching environment and kindergarten-based training activities.Based on the above research results,corresponding improvement suggestions are put forward:First,preschool teachers should play the main role of children and respect children’s individual differences;Second,preschool teachers should improve the sensitivity of mathematics teaching to meet the needs of children’s interaction;Third,preschool teachers should enrich mathematics knowledge and improve teaching level;Fourth,preschool teachers should master the cognitive laws of children and cultivate their creative thinking;Fifth,kindergartens should actively organize kindergarten-based training to improve the professional quality of preschool teachers.