| In the learning and growth of preschool education,learning quality,as an integrated quality across multiple categories,is embodied in children’s learning activities,which is very important to improve the quality of preschool education.In2012,the guide to learning and development for children aged 3-6 issued by the Ministry of education clarified the significance of learning quality to children’s development.The quality of teacher child interaction is one of the main bodies of the process quality of preschool education and the main way to affect children’s development in kindergarten learning and life.As one of the five educational fields of kindergarten,science education activity is an enlightened education for children’s science,which plays an important role in each child’s individual development.In science education activities with high quality of teacher-child interaction,teachers can train children’s ability to reflect and analyze problems and their ability to imagine and innovate in the process of dealing with scientific problems,which plays an important role in promoting the cultivation of children’s learning quality.In order to explore the relationship between teacher-child interaction quality and children’s learning quality,this study focuses on kindergarten science education activities,evaluates the teacher-child interaction quality of science education activities in 26 large classes in 6 kindergartens with the help of the pre-school version of the CLASS Classroom Interaction Evaluation System,and evaluates the learning quality of children in science education activities with the revised Observation and Evaluation Form for Children’s Learning Quality to explore the relationship between teacher-child interaction quality and children’s learning quality in large class science education activities.Through data analysis,the following results are abtained:（1）The quality of teacher-child interaction in large-class science education activities is on the middle to high standard,and the growing trend of the three fields is unbalanced.The emotional field has the highest score,while the educational support field has the lowest score.It takes no prominent distinction in the demographic variables of kindergarten location,teacher’s record of formal schooling and class scale,but it takes distinctions in the variables of teacher’s teaching age.（2）The development of children’s learning quality in large-class science education activities is on the middle to high level,and the growing trend of five dimensions is unbalanced.Children’s learning quality has no significant difference in the demographic variables of kindergarten location and gender,but there is significant difference between children without siblings and non-only child.（3）There is a significant correlation between teacher-child interaction quality and children’s learning quality in large-class science education activities.（4）In large-class science education activities,the quality of teacher-child interaction has a positive predictive effect on children’s learning quality.In the quality of teacher-child interaction,the field of educational support has the greatest influence on children’s learning quality,followed by the field of activity organization.Based on the observation and survey of science education activities and interviews and discussions with preschool teachers,this study discusses and analyzes the specific reasons of the research results.For the purpose of enhancing the progress of children’s learning quality in science education activities,starting from improving the quality of teacher-child interaction,according to the problems existing in the three fields of teacher-child interaction,the following recommendations are came up with:create a good emotional atmosphere in science education activities;Improve the activity organization of science education activities;Pay attention to education and support in science education activities. |
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