First, the main reasons that affect the construction of positive and effective teacher-child interaction
family background
(1) Reason: Most children in this area are only children, and they are loved by their parents and elders. They have lived under the meticulous care and care of their families for a long time, and they have developed a poor self-care ability of "mouth to mouth, clothes to reach out". Due to the excessive love and protection of family members, some bad habits such as dysphagia, partial eclipse, picky eaters, being fed by family members and being coaxed to sleep have appeared. Therefore, in kindergarten life activities, they have to expect the teacher to initiate an interaction with the teacher for help and comfort. For example, words such as "I can't teach" and "the teacher helps me" are often on children's lips.
(2) Reason: Nearly 70% of my class are children of migrant workers. Parents are busy working to make money and seldom take care of their children. Most of these children have strong self-care ability, but their personal hygiene habits are poor. They don't have the good habit of washing their hands before meals, littering and urinating everywhere.
(B) Teachers' traditional educational concepts
Some people think that children are not difficult to teach. As long as you strictly discipline them, they will certainly obey and do whatever they are asked to do. Therefore, it is often seen that teachers pull their faces all day and issue mandatory requirements such as "mandatory" and "reprimand" to children, so that children can passively accept the teacher's requirements, which hinders the effective interaction between children and teachers and affects children's initiative to establish good living habits.
environmental factor
The creation of kindergarten living environment is mostly based on the unity of the overall environment. From the management point of view of teachers and nurses, children's age characteristics and ability to understand the laws of life activities are rarely considered, and image representations that children can easily understand and master are not used, such as the lack of hand washing steps: defecation rules charts, undressing charts, etc. It makes it difficult for children to actively adapt and have to rely on teachers to send mandatory interactions to respond to teachers.
Second, the specific measures
(A) to strengthen learning, change the concept of teacher education.
The basic spirit of the Guiding Outline of Kindergarten Education (Trial) (hereinafter referred to as the Guiding Outline) is that teachers should pay attention to, care for, support and guide children, and promote their positive development through active interaction with them. This requires teachers to have noble ethics and love every child from the heart. Therefore, we use kindergarten-based training to carry out some activities, such as inviting retired teachers to tell young teachers about "the ups and downs in their educational career", inviting famous teachers to talk about "how to cultivate children's good habits of life and hygiene", and the teacher's morality speech contest "How to be a teacher today" and "How to make children feel love", so that teachers can feel the sublimity of their profession in communication, interaction, learning process and participation in competitions, rather than just learning from other teachers. Secondly, through teaching work, daily inspection and other measures to promote teachers' efforts to improve interactive behavior,
Establish good positive feelings with children in life activities.
(b) Create a favorable interactive environment to support children's active interaction.
Environment is the carrier of activities. A good material environment can not only induce children's enthusiasm and initiative to participate in activities, but also eliminate children's dependence and help-seeking psychology, and promote children's interaction with teachers, peers and living environment. Therefore, we made a rather "life-oriented" environment layout in the kindergarten environment, and most of them appeared on the walls with pictures and catchy children's songs, including: I helped my brother up when he fell, washing hands with songs, handkerchiefs, going up and down stairs, not being a pencil necked, and being friends in front of the mirror. Teachers often use the process of taking children up and down stairs or taking a walk after meals to guide children to actively observe and learn, and children are interested. Secondly, create a reasonable living environment for children in the classroom, strive for their contact and release, and reduce the difficulty for children to participate in activities. For example, the height of the faucet in the bathroom and the height of the towel cup are suitable for children of different ages. In the bathroom, the teacher drew some demonstration pictures and signs of the correct steps of washing hands and urinating, so that children can intuitively understand the correct use. Sometimes when children forget, they can also play the role of reminding and peer supervision, and further support and guide children to actively interact with environmental substances. Our class also launched the "I am a student on duty" competition, which greatly satisfied the children's desire to successfully participate in the exhibition and expression of activities, thus improving their ability of life activities. In short, the creation of a good environment has laid a good material foundation for the construction of active and effective interaction between teachers and students in life activities.
Case 1
Create a situation that supports children's interaction with the environment.
background introduction
At the beginning of school, in small class dining activities, we found that many children chewed lean meat and vegetables for a long time, but still spit out the dregs. Some children grab spoons like shovels, some children don't help bowls when eating, and food is spilled all over the floor. Some children refuse to eat themselves and ask the teacher for help.
cause analysis
Children in small classes have just left the arms of their families, are not good at using tableware, and because of their young age and relatively weak chewing ability, they have not developed the habit of civilized eating. This can not be done with the help and care of teachers and nurses alone, but must be exercised and improved through corresponding situations.
Coping strategy
Create a "doll's house" living environment in small classes, and put some materials that children are familiar with and love in their lives, such as "I Feed the Doll", in which the teacher puts spoons, small dolls and snacks made by the teacher. And the materials put in have also changed. Let the children feed the big mouth dolls first, and then feed the small mouth dolls, and gradually improve their ability to eat with spoons; Use the scene performance of "I can eat by myself" to stimulate children to express their desires, play a role in demonstration and interaction, and obtain the correct methods related to eating; In addition, we also set up a "doll leisure bar" to provide some hard food, such as peanuts, broad beans and corn, to help children practice their chewing ability.
(3) Adopt flexible interaction strategies to construct effective interaction between teachers and students.
It is pointed out in the outline
Teachers should be supporters, collaborators and guides of children's learning activities. Asking teachers to use these strategies flexibly in daily life can build effective teacher-student interaction. We adopted the following methods in our research: supportive interaction, cooperative interaction and guiding interaction.
Supporting interaction
Teachers aim to support children's active activities and remove obstacles to children's activities, including helping, caring, evaluating, appreciating, appeasing and mediating.
Cooperative interaction
It refers to the interactive ways in which teachers participate in children's activities on an equal footing and cooperate to complete activities and tasks, including participation, consultation and discussion.
Guiding interaction
Only teachers can guide children's activities and behaviors, including reminding, hinting, inspiring, asking questions, demonstrating and guiding.
Case 2
Effectively use a variety of interactive ways to help children overcome the problems they face during a nap.
background introduction
School starts on September 3, 2007. Facing the new school, the children are full of curiosity. Because of the relocation of the new school, there are many places that are obviously different from the old school, especially the nap room. When the children entered the nap room, more children began to cry, "I won't sleep, teacher." "Teacher, I want to go home."
Analyze the reasons
Mainly because the child just moved into the new garden, the nap schedule was suddenly disrupted; Some freshmen cry and want to go home before establishing a nap routine. This is a kind of help-seeking interaction.
Coping strategy
(1) Ease the interaction: Teacher: "Son, we are not going home. Have a good sleep first. When we wake up, mom and dad will come to pick up the baby. " The children are still crying: "teacher, I'm afraid that thing feels uncomfortable sleeping on it." Will you fall off when you sleep on it? "
(2) Encourage interaction: "We have been promoted to the middle class and grown up. I believe that we are all brave children. "
(3) Discussion Interaction "Let's discuss: How to sleep in the upper bunk is safer?" Some children said, "Climb up slowly"; Some said, "Keep your hands tight and your feet steady." A child said, "I'm not afraid to sleep in the upper bunk." I feel very happy sleeping on it. Shall I change with you? " Under the guidance and demonstration of this child, the other children in the upper bunk stopped crying and climbed up slowly. I praised these children in time, and their faces showed smiles.
(4) Flexible use of different ways of teacher-child interaction according to children's age characteristics and personality differences.
Children in large classes have strong living ability and rich life experience, and have their own ideas. It is beneficial to adopt cooperative and guiding interactive methods. Although the children in the middle class have some life experience, their ability is not perfect. They should give priority to guiding interaction, supplemented by cooperation and supporting interaction. Small class children have poor living ability and lack of life experience, so they should give priority to supporting and guiding interaction, supplemented by cooperation and interaction.
In a word, the effective interaction between teachers and students in children's life education has improved and developed children in our garden to varying degrees on the original basis, and the civilized living habits of children have made significant progress. In particular, our initiative of using small radio to educate civilized life activities before lunch has been loved by children. Through the teacher telling stories about life activities, we can ask questions with each child and understand the importance of being a civilized child. It is of great educational significance to introduce recipes to large class children. We will keep it up. However, through the research, we also found some shortcomings, such as: for some generative interactions, teachers still lack immediate and timely response ability; Under the premise of group-oriented interaction, many teachers still lack flexible and effective interaction methods. These will be the contents of our continued research.