Research On The Present Situation And Strategy Of Teacher-Child Interaction In The Teaching Activity Of Picture Book Reading In Middle Class Of Kindergarten

With the in-depth advancement of the kindergarten curriculum reform,teacher-child interaction,as one of the important indicators of kindergarten teaching quality evaluation,has increasingly attracted the attention and attention of preschool education experts and front-line educators.At present,Chinese scholars have conducted researches on teacher-child interactions in general,but there are still few studies on teacher-child interactions in picture book reading teaching activities.Paying attention to the quality of teacher-child interaction in picture book reading teaching activities is not only conducive to improving children’s early reading ability and thinking ability,but also helping to improve the quality of picture book reading teaching activities.Based on this,the research draws on the theory of constructivism,the theory of dialogue philosophy and the theory of human ecology development.With the help of the CLASS classroom assessment scoring system,6 demonstration kindergartens in L city,24 sections of picture book reading teaching activities in the teacher-child interaction were carried out.Observe and analyze.The study draws the following conclusions: First,the scores in the field of emotional support and activity organization are both at the middle level,and the scores in the field of education support are at a moderately low level.The second is that there is no significant difference in the level of teacher-child interaction between teachers of different educational backgrounds,teaching ages and different kindergartens.Combined with the observation of activities,the study found that there are still the following problems in the teacher-child interaction in the picture book reading teaching activities of the middle class: First,in the field of emotional support,the teacher’s teaching interaction sensitivity is weak;teachers pay less attention to children’s views.Second,in the field of activity organization,teachers focus on behavior management in interaction;the interaction between teachers and children is single.Third,in the field of education support,teachers neglect the cultivation of children’s thinking ability;the quality of teacher feedback needs to be improved.In view of the low quality of teacher-child interaction in picture book reading teaching activities,some corresponding improvement strategies are proposed: First,in the field of emotional support,teachers should increase awareness and reflection awareness,and increase sensitivity;teachers should establish equal teachers and children Interactive view,overcoming high-control behavior.Second,in the field of activity organization,teachers should pay attention to children’s interest needs in presupposition and generation;based on improving teacher-child interaction skills.Third,in the field of educational support,teachers should dig deeper into the educational value of the content of picture books to promote the development of children’s thinking ability;teachers should use response strategies scientifically to improve the quality of teacher-child interaction.