Research On Teacher’s Revoicing In Teacher-child Interaction In Mathematics Teaching Activities

Teacher-child interaction in mathematics teaching activities is one of the important indicators for evaluating the quality of preschool mathematics education.The verbal interaction between teachers and children directly influences the process of teaching and learning.“Revoicing” as a special form of discourse refers to the teacher’s reference to the child’s point of view by repeating or reorganizing it after the child has expressed it.Foreign research on this topic has confirmed that the revoicing can promote learners’ participation in teacher-student discourse interaction and classroom dialogue.However,there are few specialized studies on this topic in China,and these studies mainly focused on the primary school stage.This study attempts to place the revoicing in the context of teacher-child interaction in the kindergarten mathematics teaching activities,and to conduct a discourse analysis of teachers’ revoicing in this field,Aiming to explore the use of revoicing discourse among kindergarten teachers in China.This study firstly compares and refers to the research results of teachers’ revoicing,and constructs an analytical framework for this study based on the three dimensions of the structure,form and function of revoicing discourse.In this study,9 teachers from different age classes in the S kindergarten in Chongqing are selected as the research objects by means of the purposeful sampling.A total of 36 video samples are collected from non-participant observation of the mathematics teaching activities in the S kindergarten.After transcribing the video samples,492 teachers’ revoicing are obtained.Through the frequency statistics of revoicing based on indicators of various dimensions and the corresponding qualitative analysis combined with cases,the reality of teachers’ revoicing in the kindergarten mathematics teaching activities is presented.By further analyzing and summarizing the corpus of teacher-child interaction,this study has discovered three features of teachers’ revocing in the kindergarten:“third-party” elements appear in the structure of teachers’ revocing,“describing” is a unique revoicing expression form the kindergarten teachers,and “related teaching content” is the main function of teacher revoicing.On this basis,the corresponding attribution analysis is conducted based on the characteristics of mathematics education at the kindergarten stage and the ontological function of teachers’ revoicing.Based on the data obtained and from the perspective of dialogue teaching,this study has discovered four potential problems of teachers’ revocing in the kindergarten:rarely identifying opinion contributors,lack of children’s subjectivity in the revoicing、random repetition of children’s discourse,lack of inspiration and pertinence in the revoicing、excessive bias towards diagnostic evaluation of children,serious formalization of teachers’ revoicing function,and shallow dialogue level,the weakening of revoicing function,which focuses on stimulating children’s metacognitive ability.Based on this,this study conducts a corresponding attribution analysis based on interviews with teachers.Finally,based on the above-mentioned realities of teachers’ revoicing in kindergarten mathematics teaching activities,and based on the relevant contents of dialogue theory,this study proposes corresponding educational suggestions,which are:establishing a scientific and rational concept of teacher-child dialogue,mastering preschool mathematics domain knowledge,attaching importance to the development of children’s mathematical process ability,and presetting and constructing a “third space”for teacher-child dialogue.