A Study On The Interaction Between Teachers And Children In Kindergarten Collective Teaching Activities ——A Case Study Of Senior Kindergarten Scientific Activities

The guiding outline of kindergarten education points out: "the educational activities of kindergarten are the educational process in which teachers guide children to vivid,lively and active activities in a purposeful and planned way in various forms." Among them,collective teaching activities are an important part of kindergarten teaching activities.From the structural degree of educational activities,it is an activity for many children to learn the same teaching content together.It is a highly structured educational project.Teachers’ collective teaching is not only the main method to achieve teachers’ professional development goals,but also another main method to cultivate children’s effective cognitive skills.The essence of teachers’ collective education is an open and cooperative process of multi-dimensional communication,independent construction and value formation between teachers and children.Therefore,teachers’ collective education should adopt the educational curriculum concept of "individual differentiated resources".The cooperative relationship between teachers and children can not completely eliminate children’s individual learning problems,but also fully mobilize their various intelligent characteristics and cognitive habits,so as to promote children’s intellectual development.This paper uses the methods of literature,observation and interview to study the interaction between teachers and children in Kindergarten Collective activities.Among them,by using the literature method,through collecting and reading relevant materials such as "Kindergarten Collective activities","teacher child interaction" and "scientific activities",and consulting relevant domestic doctoral dissertations and domestic and foreign journal articles for sorting and analysis,we can understand the current situation,concerns,perspectives and methods of the research on teacher child interaction in kindergarten collective teaching activities;Using the methods of observation and interview,this paper analyzes and studies the interaction between teachers and children in the large class scientific collective teaching activities of Z kindergarten in Changchun City,Jilin Province.Through interviews and observations,it is found that there are the following problems in the interaction between teachers and children in collective activities in Kindergartens: in the interaction between teachers and children,children are in a state of containment,teachers have the right to speak,there are too many controlling words,and the quality of the interaction between teachers and children is not high.In view of the above problems,this paper puts forward some effective strategies,such as giving full play to the leading role of preschool teachers,clarifying the dominant position of preschool children,teachers should constantly improve their ability to carry out high-quality teacher-child interaction,and creating a good interactive environment.