| Teacher-child interaction is like a big net connecting all aspects of kindergarten life.Good teacher-child interaction can not only promote the harmonious development of children’s body and mind,but also play a crucial role in the professional development of teachers.At present,a large number of studies on teacher-child interaction have penetrated into various fields of kindergarten,but there are relatively few studies on kindergarten meal activities,and the lack of a dual-subject perspective of teachers and children to see the current situation of teacher-child interaction in meal activities.Meal activities are an important part of the daily life of the kindergarten,which belongs to the field of life and health.Timely grasp the educational opportunity of meal activities,which can promote the good development of children’s knowledge,ability and emotion in the natural state.By connecting the teacher-child interaction with meal activities and exploring the improvement strategies of teacher-child interaction in meal activities,it can attract the attention of front-line teachers to a certain extent,provide reference for kindergartens with similar problems,and enrich the theoretical knowledge of early childhood education.This study draws on existing research results,mainly adopts observation method,interview method and case analysis method,and randomly selects a total of 83 children and 9 teachers in large and small classes of a kindergarten as research objects.A total of1,444 teacher-child interaction events in meal activities are collected.The overall situation of meal interaction was described from six aspects of teacher-child interaction subject,dynamic process,interaction form,interaction theme,interaction nature and interaction result,and the specific situation of different age classes was compared and analyzed with spss26.0.According to the current situation of teacher-child interaction in the meal activities,there are four main problems: first,the subjective status between teachers and children is not equal,and teachers play an absolute leading role;Second,the teacher-child interaction pays attention to discipline and organization,ignoring the implied value;Third,the lack of emotional communication in the meal interaction,the interaction state is not good;Fourth,teachers are authoritative and highly controlled in the interactive process,and children are often in a passive and dependent state.Further research on the influencing factors of the current situation and problems shows that six aspects,including social culture,kindergarten management norms,parenting style,class meal environment,teachers and children themselves,all have different degrees of influence on teacher-child meal interaction.Based on this,the author tries to put forward targeted promotion strategies from the social level,kindergarten level,teacher level and parents level.At the social level,we should strengthen the concept of equal teacher-child and perfect the top-level design of evaluation mechanism,that is,guide people to establish the concept of equal interaction between teachers and students;Relevant departments should establish a sound interactive evaluation mechanism for children’s meals.Kindergarten level should continue to do a good job in the middle level of the interaction between teachers and children,that is,to create a harmonious atmosphere in the park to promote good meal interaction;The combination of dynamic and static arrangement of kindergarten life;Conduct professional training for teachers on scientific meals;Kindergarten diet to ensure food nutrition and beauty.At the level of teachers,it is necessary to strengthen the role of consciousness and ability in the interaction between food teachers and children,that is,to update the concept of meal interaction and explore the implied educational value;Set off the dining environment,attach importance to emotional communication;Innovative meal design to stimulate children’s appetite;Change control to stimulate,flexible meal interaction;Enhance the professional quality of food,flexible language arts.Parents should provide the bottom support for children to acquire interactive skills,that is,make good use of democratic upbringing,help children develop healthy interactive personality and good eating habits;Parents actively cooperate with teachers and communicate with them about meals. |
