Keywords: interactive teacher-student interaction teacher talk
Kindergarten is an introductory social institution established to meet the needs of continuous human development and interaction between future generations. Its purpose is to transfer knowledge, standardize and cultivate ability. Teacher-child interaction is the core of all kinds of interpersonal interaction, which runs through various scenes such as teaching activities, life activities and game activities in kindergartens. 3-6-year-old children are at a low level of physical and mental health, but they have mastered the ability to recognize foreign objects and use knowledge to adjust and feedback others' behavior, and can interact with teachers, which has become an important part of their kindergarten life. They develop themselves and construct their own behaviors through interaction with teachers. Since teacher-child interaction has an influence on the effect of kindergarten teaching, what is teacher-child interaction?
First, the current teacher-child interaction problems and causes analysis
1, teacher-child interaction, teacher-child conflict.
In the interaction between teachers and children in kindergarten mathematics education activities, both teachers and children are the subjects of interactive behavior, and they should have the initiative in the initiation and feedback of interactive behavior. However, due to the influence of traditional educational concepts, the inequality between teachers and children directly affects the effect of teacher-child interaction. Teachers are more active, they control the initiation and interaction process of interactive behaviors, influence children's behaviors, and occupy an absolute dominant position in the interaction, while children are often in a passive position of obedience and dependence, and their subjective position has not been paid enough attention in the interaction. For example, in the origami activity, the teacher asked the children to call after themselves and the demonstration map. Hao Hao didn't look at the teacher, nor did he look at the demonstration map made by the teacher. Instead, he bowed his head and looked at it carefully. At this moment, the teacher found that Hao Hao didn't follow him, so he said, Hao Hao, it's wrong for you to fold like this. You should fold it like this. ? The teacher said, and taught Hao Hao how to fold. Hao Hao didn't speak. After the teacher left, Hao Hao unfolded the paper and folded it again according to his own ideas.
2. Children's dominant position in game activities has been replaced.
In our traditional education? Respect teachers and love students? It is the orientation of the relationship between teachers and students, which is understandable. However, preschool teachers are loaded with the identity of teachers, representing the requirements of society, and are often used to putting themselves in? Absolute authority? Compared with children, teachers are in an advantageous position in education and teaching activities, and they are the masters of children's learning and activities. The teacher thinks more than just? Love life? More importantly, how to maintain it? Teacher dignity? . This deterioration? Legal power? It has become an unfair cover between teachers and children. Children's position in this relationship becomes extremely small, and their thoughts and actions become unimportant. From the perspective of maintaining order, teachers suppressed all behaviors that did not conform to the system. In this way, the interaction between the two sides becomes the absolute control of one side, and the children can only listen to the teacher's instructions? Expectation? To improve myself.
Children's games should include the following main features: the game is pleasant and joyful; The game is spontaneous and autonomous; The game is the player's active participation. However, in reality, we can see that teachers are often more active, especially in group games. As educators, teachers organize and control the whole game activities. They control the initiation and interaction of game activities and influence children's behavior. Children are often in a passive position of obedience and dependence, and their dominant position in the game has not been paid enough attention.
Second, the construction of effective strategies for teacher-child interaction
1, give children positive advice
In daily teaching activities, guidance is essential, because children are in the period of intuitive thinking, it is not easy to restrain themselves, and it is easy to rush and make irresponsible remarks. In order to make the activity go smoothly, the teacher can only make the activity go smoothly by issuing many instructions. Teachers should tell children what they can do and how to do it, such as? Would you please line up at the back? 、? Children, would you please answer this question? Instead of blindly accusing them of what they can't and shouldn't do. Facts have proved that positive suggestions are more effective than negative orders, which can close the relationship between teachers and children and promote the interaction between teachers and children.
2. Teachers should have rich languages.
The language of preschool teachers should pay attention to vivid images and rich feelings. If the teacher's language is dull and tasteless, it will only make the child sleepy; If you talk like an announcer, it will only make children feel boring. Children's age characteristics determine that they like vivid, interesting, vivid and lively language, especially the rich expressions and appropriate actions of teachers, which are easier for children to accept and imitate.
3. Give more encouragement and praise to children.
Because of the age gap, some children in our class are very dependent and like to talk to the people closest to them, but they are unwilling to express their ideas when they meet new environments and strangers or unfamiliar people. This strategy requires teachers to give timely praise when children complete tasks; Encourage children in time when they encounter problems or difficulties. The teacher's encouragement is a kind of strength for young children. I often use it in teaching activities. Well, really capable? 、? Good boy, keep doing it, okay? 、? Sure! You're already great? And other languages, plus friendly expressions and caressing movements, so that children are greatly encouraged and participate in activities with confidence.
In a word, the study of teacher-child interaction is a growing process, a process of re-understanding children, re-understanding education and repositioning teachers. In this process, how to improve teaching language, coping strategies and correct evaluation through classroom is a milestone worthy of further exploration. As children's partners in exploration and learning, teachers should know how to listen to children's voices, see through their innocence, learn to talk, cooperate and learn together, provide children with various learning opportunities, let children freely express and express themselves, and actively construct their own knowledge and personality.