| As an important part of kindergarten teaching activities,regional activities are of great significance to improve children's independent exploration and learning ability.Compared with the traditional collective teaching mode of teaching,children can have more conditions for autonomous learning in regional activities,and teachers can also go deep into children groups to cultivate children's learning,communication,cooperation and other aspects of ability more effectively.As the guide and organizer of kindergarten regional activities,teachers shoulder a very important responsibility and play the most direct role in the healthy development of children's body and mind,and the positive interaction between teachers and children is the key to achieve this effect.Therefore,this paper selects Tianjin Jinnan District a kindergarten as the research base to improve the quality of teacher child interaction in regional activities as the research direction,and carries out relevant research on the interaction between teachers and children in the process of kindergarten regional activities teaching.In the process of research,observation method is mainly used to record the interactive behavior of teachers and students in regional activities.Through actual observation,data analysis and summary of Tianjin Jinnan District a kindergarten teacher-student interaction status.In the observation process,in order to understand the needs of children and teachers' understanding,understanding and confusion of teacher-student interaction,interviews were conducted with children,and random and regular interviews were conducted with teachers.On the basis of summarizing the characteristics of teacher-student interaction,this paper extracts corresponding typical cases to illustrate the real situation behind the data,and analyzes the case of teacher-student interaction by using the interview content.According to the collected data of teacher-student interaction,the following points are found: first,children are relatively autonomous in the region,and children are more inclined to initiate teacher-student interaction;second,the interactive theme initiated by teachers in regional activities is to guide children's activities and discipline children,while children's interactive themes are mostly expressed to teachers;third,teachers are more likely to initiate teacher-student interaction Interaction tends to show positive emotions,while children show more peaceful emotions.Fourth,in regional activities,teachers use language as the main way of interaction to convey information to children.In addition to using language to communicate with teachers,children often cooperate with some body movements to express their ideas and needs;fifthly,in the results of teacher-student interaction,children often passively accept the interaction initiated by teachers,while teachers actively accept the interaction initiated by children.Through specific cases and interviews,it is found that teachers' professional quality and children's characteristics as well as the material and spiritual environment affect the effectiveness of teacher-student interaction.In view of the above conclusions,to improve the effectiveness of teacher-student interaction,first of all,we should improve teachers' self-cultivation,learn more professional knowledge,and correctly understand children;secondly,we should enhance the interaction between teachers and children,and create the environment and conditions for children's active learning;thirdly,we should respect children's generality and individuality,and fully respect children's wishes and interests;in addition,teachers should operate Create a good environmental atmosphere,children can actively and actively activities and learning,exploration and creation;finally,help children build confidence,think about the correct answer,stimulate children's self-confidence,so as to improve the quality of teacher-child interaction. |
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