A Study On Teacher-child Verbal Interaction In Scientific Inquiry Teaching Activities In Kindergarten

Currently,the teacher-child verbal interaction in Chinese kindergarten scientific inquiry teaching activities is facing many difficulties in the actual teaching process,more or less troubling the front-line teachers,and is a key issue to be urgently solved.Therefore,this study is carried out.With the help of the improved Flanders teacher-child verbal interaction analysis system,this paper adopts the observation method,interview method and case analysis method to understand the status and characteristics of the implementation of scientific inquiry teaching activities in kindergartens,summarizes the places worth learning from,analyzes the causes of existing problems,and explores the influencing factors behind teachers’ speech behaviors.So as to improve the quality of teacher-young verbal interaction in scientific inquiry teaching activities.In this paper,a large class teacher and the children in the class in the scientific inquiry teaching activities are selected as the research objects,and a prominent teaching activity is selected as the representative of the research lessons.According to the coding rules of the research tool FIAS,a code is recorded every 3 seconds,and a total of 690 speech behavior samples of teachers and children are collected.The improved FIAS system is used to make statistics and analysis on the types of teacher-child verbal interaction in the process of scientific inquiry teaching.The analysis dimensions are divided into the matrix analysis of teacher-child verbal interaction,the ratio analysis of teacher-child verbal interaction and the dynamic curve analysis of teacher-child verbal interaction.It is found that the teacher-child verbal interaction in scientific inquiry teaching activities in kindergarten has the following characteristics: First,according to the matrix analysis of teacher-child verbal interaction,positive integration is less than defect,indicating that the emotional atmosphere between teachers and children is relatively tense;Teachers tend to interact with children in traditional question-and-answer language,and children’s initiative in spontaneous speech needs to be improved.Second,teachers’ speech accounts for the largest proportion,which mainly focuses on teaching,questioning and response.In terms of question types,teachers tend to raise open questions to trigger children.Thirdly,in terms of teaching control type,teachers prefer to intervene with children in a direct rather than indirect way and directly control teaching activities;In terms of reinforcement type,teachers are more accustomed to applying positive reinforcement to children.Fourth,in terms of children’s speech,children’s passive speech is higher than active speech.In the process of exploration,children seldom express opinions and raise questions actively.Fifthly,in the aspect of silent speech,emphasis is placed on children’s hands-on experience and operation,but less time is left for children to think silently.The beneficial experience of teacher-child verbal interaction in scientific inquiry teaching activities in kindergarten is summarized as follows: Teachers have clear verbal objectives to promote effective teaching.The teacher-young verbal interaction integrates gamification characteristics to enhance the interest of the exploration process.Teachers are good at asking open questions,and the teacher-child interaction is flexible and changeable.However,this scientific inquiry teaching activity still has the following deficiencies in the verbal interaction between teachers and children: The teachers’ responses mainly accept the views of children,and lack multiple responses in aspects such as emotion and encouragement.Teachers’ teaching control mode is direct,teacher-child verbal interaction emotional atmosphere is tense.In the process of teacher-child dialogue,teachers are the center of discourse and children’s subject status is ignored.Aiming at the problems existing in the teacher-child verbal interaction of scientific inquiry teaching activities,this paper analyzes the reasons including: the influence of science education on teachers’ pre-service educational experience;Teachers’ understanding of early childhood science education is insufficient;Teachers’ ability of verbal interaction needs to be improved;Kindergarten work is busy,teachers can not coordinate time.According to the reasons put forward the optimization strategy: to improve the scientific spirit of kindergarten teachers;To deepen teachers’ study in the field of early childhood science education;Improve teachers’ verbal interaction ability;Kindergartens pay attention to flexible management,so that teachers focus on teaching work.