Research On Teacher-Child Interaction In The Early Reading Activities In Middle Class Of Kindergarten

Young interaction in any corner of the kindergarten environment,for children’s knowledge accumulation,behavior habits,individual social,emotional attitude development has an important role,in addition,preschool education experts noticed the quality of the young interaction and kindergarten teaching quality is great correlation,to advocate the quality of the interaction as one of the important indicators of the quality of kindergarten collective teaching activities.At the same time,the value of early reading activities in kindergarten is gradually explored by scholars,such as promoting the growth of children’s reading ability,rich reading experience,and as well as promoting the development of children’s emotional and other social aspects.Therefore,this research intention through the field investigation,grasp the present situation of the middle early reading activity teacher interaction,found that the problems of the current middle early reading activity teacher interaction,and to analyze the existing problems,finally proposed Suggestions for cause analysis,for frontline teachers in early reading activities to provide reference.First of all,this study into the kindergarten early reading activity teaching scene,in A kindergarten teachers and children as the research object,mainly adopts the participatory observation method and semi-structured interview,from the interactive subject,interactive content,interactive launch and response,interactive results four dimensions of the middle early reading activities in the status quo of the interaction.Secondly,according to the survey,there are the following problems in the interaction between teachers and children in the early reading activities of the middle class: First,the main body status of children’s interaction is not prominent.Secondly,the content of teacher-child interaction initiated by teachers is unbalanced,that is,teachers pay attention to the implementation of activity plan and ignore the needs of children’s emotional communication;pay attention to activity discipline management and ignore the needs of children’s expression;pay attention to mechanical literacy learning and ignore the age characteristics.Thirdly,teachers,that is emphasize the closed questions to hinder the development of children’s thinking;focus on the ineffective evaluation and reduce the meaning of language evaluation;focus on the language interaction and ignore the effect of non-verbal interaction.Thirdly,the causes of the existing problems were analyzed.The causes analysis results showed that the reasons for the problems in the interaction between teachers and children in the early reading activities of middle class are related to teachers,children and kindergartens.First,for teachers,teachers ’educational concepts need to be changed,teachers’ understanding of emotional communication,self-expression,literacy education,language evaluation and non-verbal interaction,teachers’ questioning skills and observation ability;second,for children,children have different temperament types and early attachment types;third,in kindergarten,evaluation of teachers is incomplete and professional training for teachers.Finally,according to the cause analysis,put forward improvement suggestions for teachers and kindergartens.Suggestions for teachers are as follows,firstly,teachers should change their own educational concepts,correctly position the roles of teachers and establish equal teacher-child interaction concept;secondly,teachers should strengthen their relevant understanding,that is,emotional communication,literacy education,language evaluation and non-verbal interaction methods;thirdly,teachers should improve their professional ability,that is,questioning skills and observation ability.Suggestions for the kindergarten are,first,improve the teacher work evaluation system;second,enrich the in-job training.