A Study On Teacher-Child Interaction In Language Activities In Senior Kindergarten Classes

Early childhood is a high-speed stage of language development,which can lay the foundation for the entire growth process of young children.Teacher-child interaction is a key indicator for measuring the quality of process based teaching in kindergartens.Language activities are the main form of promoting children’s language development.Teacher-child interaction in language activities,as an essential educational link in kindergartens,can reflect the learning and communication status between teachers and children.When a positive and effective teacher-child interaction is formed between teachers and children,it can promote children’s language development,physical and mental health development and professional growth of Preschool teacher.Therefore,high-quality teacher-child interaction is an effective way to improve the quality of kindergarten language teaching.It is necessary to explore how to form positive and harmonious teacher-child interaction in kindergarten language activities.This research takes the teachers and children in the large class of W Kindergarten in Yinchuan City as the research object,the teacher-child interaction in language activities as the research content,and the improved Flanders interaction analysis system as the research tool.This study selected 10 language activities from W Kindergarten’s senior class,recording a total of 254 minutes of activity videos.5080 teacher-child interaction samples were encoded using an improved Flanders interaction analysis system.Research methods such as observation,interview,and video analysis were used to support this study,and case studies from practical experience were used to support it.At the same time,quantitative and qualitative analysis were focused to summarize the problems that kindergarten senior class teachers have in teacher-child interaction,Analyze the reasons and provide corresponding suggestions for support.Research has found that there is a serious phenomenon of polarization in the emotional atmosphere of teacher-child interaction in kindergarten language activities;The language structure of teacher-child interaction fails to highlight the subject of young children;The teacher-child interactive question and answer mode,open question and answer,needs to be strengthened;The teacher’s interactive language content failed to focus on issues such as early childhood development.However,the lack of professional competence and ability of teachers,the authority constraints of traditional teacher concepts,the single form of language activity content,and the lack of specialized training for teacher-child interaction in kindergartens affect the high-quality development of teacher-child interaction.Therefore,the following suggestions are proposed:change the concept of interaction and build a dual subject of teacher-child interaction;Expand interactive knowledge and carry out specialized training on teacher-child interaction;Optimize the interactive environment and enrich the content of language activities;Emphasize interactive reflection and enhance teachers’ language professional literacy.It is expected to provide Preschool teacher with a good reference for teacher-child interaction,so as to continuously improve their teaching behavior,enhance their professional ability and quality,and promote the positive interaction between children and teachers.