Research on Approaches to Evaluating Human-Machine-Collaboration-Based Teacher-Child Interaction
This study elaborates the practical issues in traditional teacher-child interaction under the background of educational digital transformation,and addresses the existing challenges in kindergarten teacher-child interaction evaluation,such as the subjectivity of evaluation methods and the lack of personalization.In light of theories such as the knowledge-action theory of learning occurrence and the third-generation activity theory,the study analyzes the transformation of the subjects and contents in evaluation of teacher-child interaction.Then the study constructs an evaluation approach for teacher-child interaction based on human-machine collaboration and practices this approach through specific case studies.Findings indicate that this approach can promote children's comprehensive development,improve teacher-child interactional quality,enhance early childhood teachers'digital literacy,and improve the quality of teaching activities.The study also discusses the prospects and challenges of this method,aiming to provide theoretical guidance and practical reference for high-quality human-machine collaborative evaluation in teacher-child interaction.
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