The Generation,Characteristics and Improvement of Teacher-child Interaction in Outdoor Autonomous Games——Observation and Analysis Based on Sampling of Non-participatory Events
The interaction between teachers and children in outdoor autonomous games is the inevitable result of the social construction of children's experience.Improving its quality can effectively support children's independ-ent exploration,and improve the level and quality of games.From the perspective of intersubjectivity theory,non-participatory is employed to study 117 children and 7 teachers.The results showed that the subjects of teacher-child interaction were unbalanced,and children were highly obedient and highly dependent on teachers;mainte-nance rule is the dominant interaction factor,and transactional interaction is the dominant motivation;tilt pattern is the main teacher-child interaction pattern;there are differences in interaction results under different interaction themes,acting behaviors and interaction modes.Kindergartens should establish a professional growth mechanism that supports high-quality teacher-child interaction,and promote the same frequency between teachers and chil-dren in autonomous games.Teachers should create an atmosphere of equality and mutual trust,form positive emo-tional links to"wait for an opportunity".
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