A Comparative Study Of Teacher Child Verbal Interaction Based On IFIAS

Good teacher young verbal interaction between teachers and children can gain not only better activity effect,improve teacher relationship,will also be able to develop teachers’ young speech interactive ability,Promote the professional development of teachers.Therefore,the analysis of teacher-child speech interaction in kindergarten education and teaching is of great significance to kindergarten curriculum and teacher professional development.Along with the development of The Times,the kindergarten education teaching tends to internationalization,more and more foreign outstanding course introduced into our country,many scholars in China also for these foreign outstanding with the localization of curriculum reform,many kindergartens have chosen to introduce such courses enrich the kindergarten education teaching activity,"" empathy with courses is one of the representative the introduction of the course,It is a kind of social activities.Kindergartens in China have widely introduced this course.Through the analysis of the actual implementation process of this course in kindergartens,it has important significance to test the suitability of foreign introduced courses in kindergartens in China.Based on this,this study focuses on the teacher-child verbal interaction,and makes a comparative analysis of the teacher-child verbal interaction between the social activities in Fujian province and the empathic accompanying courses,so as to detect the appropriateness of the empathic accompanying courses in Chinese kindergartens and find the differences between the teacher-child verbal interaction between the two kinds of activities.This paper summarizes the feasible suggestions to improve the quality of teacher-child speech interaction in social field activities of provincial compilation and promote the professional development of preschool teachers.This study adopts the method of convenient sampling to select J kindergarten in fujian province social field activities and in the course of the empathy with 8144 young speech interactive samples,using the improved version of Flanders interaction analysis system(iFIAS)to encode the sample and analysis,supplemented by observation,interview,case analysis method,qualitative analysis was carried out on the object of study,A comparative analysis was made on the teacher-child speech interaction between the two activities,and the analysis results are as follows:The similarities of the teacher-child speech interaction between the two kinds of activities are as follows: the teacher-child speech interaction between the empathy companion course and the provincial social field course is mainly based on the teacher’s speech;Teachers’ speech is mainly to put forward open questions;Active response is the main speech type of young children.The differences between the two kinds of activities are as follows: in the course of empathy accompanying,the teacher’s speech is mainly questioning,while in the provincial social activities,the teacher’s speech is mainly lecturing.In the course of empathic companionship,teachers gave more feedback to children’s speech than in the provincial social activities.Children’s speech initiative was stronger,and the atmosphere of teacher-child speech interaction was more harmonious.The course of empathic companionship is beneficial to improve the verbal interaction ability of teachers and children.Provincial social activities are more inclined to the traditional lecturing class.