Research On Teacher-Child Interaction In The Outdoor Independent Game Sharing Session Of Large Class

In recent years,with the reforms of education in various countries continue to pay attention to the quality of education,teacher-child interaction,as one of the process indicators for evaluating the quality of preschool education,has gradually received increasing attention from researchers.Teacher-child interaction is the most important form of interpersonal interaction in one-day activities in kindergartens.It reflects the degree of intimacy or alienation between teachers and children,affects the overall and sustainable development of children’s body and mind,and promotes the formation of teachers’ reflective awareness and professional ability,and also affects the value of outdoor independent games and their sharing session.This study takes the large classes of three kindergartens in Jinan as an example,and takes the teacher-child interaction in the outdoor independent game sharing session of the large class as the research object.The observation method,the literature method,the interview method,and the case analysis method are used to analyse the actual situation of the large class outdoor independent game sharing session.In order to reveal the real dilemma of teacher-child interaction in the outdoor independent game sharing session of the big class,deeply analyze the causes of teacher-child interaction problems,and provide countermeasures and suggestions for the improvement,turn or construction of the teacher-child interaction in the outdoor independent game sharing session of the large class.The introduction part mainly elaborates the research origin of the thesis,related literature review,research purpose,research content,research significance,research methods and ideas,research innovations and research limitations,etc.The first chapter is an overview of teacher-child interaction in the outdoor independent game sharing session of the big class.Based on previous studies,the researchers defined the concepts of independent games,outdoor independent games,outdoor independent game sharing,and teacher-child interaction,and analyzed the expected target of teacher-child interaction in the large-class outdoor independent game sharing session.The second chapter is a presentation of the actual situation of teacher-child interaction in the outdoor independent game sharing session of the large class.This section comprehensively uses qualitative and quantitative data and combines the two dimensions and 13 themes of teacher-child interaction,and analyzes the overall situation of teacher-child interaction in the outdoor independent game sharing session of the kindergarten from three aspects: the relationship between teacher and child,the acting and passive state of teacher-child interaction.The third chapter is the actual dilemma and attribution analysis of teacher-child interaction in the outdoor independent game sharing session of large classes.Research has shown that due to the concealment of the technical rationality to the value rationality,cultural conventions and conflicts,the restriction of "oriented theory" position,and the fetters of teachers’ immature view on children and game,etc.,these have led to problems in the sharing of outdoor independent games in large classes.The following dilemmas exist in teacher-child interaction: the teacher-child relationship presents an asymmetrical dependence power-type relationship,the indifference of the teacher-child interaction emotion,the teacher-child interaction content is relatively mechanical and lacks inspiration,and the inefficiency of the teacher-child interaction process.The fourth chapter is the construction of teacher-child interaction in the outdoor independent game sharing session of the large class.This research is based on the previous studies,combined with actual investigations,to understand the practical problems existing in teacher-child interactions and conduct a deep analysis of the reasons.Finally,this research puts forward a constructional strategy for good,high-quality teacher-child interaction: set a symbiotic and mutual-feeding relationship between children’s culture and adult’s culture,cultivate teachers’ reflective dialogue ability,establish a dialogue interactive relationship,create a good teacher-child interaction environment,construct a trinity model of teacher professional development.