The Influence Of Preschool Teachers' Motivational Evaluation Behavior On The Quality Of Teacher-child Interaction

Teacher-child interactions mainly refers to the various forms,nature and various degrees of interaction and influence between teachers and young children.Teacher-child interactions has an important influence on children's development and is the core ele ment of preschool education quality.According to the existing research on the quality of teacher-child interactions in China,the quality of teacher-child interactions in China is in the middle or low level.Therefore,improving the teacher-child interactions quality of preschool teachers is an important task to solve the field of preschool education in China.Teachers' motivational evaluation behavior makes children feel accepted and recognized,and it is easy to rely on teachers,and then produce positive teacher-child relationship and improve the quality of teacher-child interactions.Therefore,this study improves teachers' motivational evaluation behavior,promotes teachers' professional development and improves the quality of teacher-child interactions through motivational evaluation intervention training.In this study,in August 2017,18 small class teachers in a provincial kindergarten in Guangzhou were selected for motivational evaluation intervention study,of which8 were teachers in the experimental group and 10 were teachers in the contrast group.Through the education experiment method to the experimental group teacher motivational evaluation intervention training,intervention training uses expert guidance,peer mutual assistance,long-term training,practical reflection and other training methods to provide professional support to teachers around the theory,characteristics,strategies and other training contents of incentive evaluation,to help teachers improve incentive e valuation behavior,and then improve the quality of teacher-child interactions.During this period,CLASS classroom interaction assessment system was used to evaluate the teacher-child interaction quality of the two groups of teachers in pre-training(small class),mid-training(middle class)and post-training(large class).The study found that the overall score of teacher-child interaction quality in the experimental group was significantly higher than that in the contrast group and higher than that in the pretest;the overall scores of the teachers' interaction quality after two tests in the contrast group also changed positively,but the degree of change was smaller than that in the experimental group,it shows that incentive evaluation intervention training can improve the quality of teacher-child interactions.Further analysis of the scores of CLASS classroom interactive assessment system in three major areas and ten dimensions shows that the intervention program has significant effect on the positive atmosphere teacher sensitivity and respect for children's dimension.Finally,the educational suggestions for improving the quality of teacher-child inter action are as follows:(1)to carry out training courses to improve the quality of teacher-child interaction;(2)to construct a quality evaluation system of preschool education with teacher-child interaction as the core;(3)to attach importance to high quality interaction with young children.