Kindergarten teachers in the teacher-student interaction in what role

Emphasizing teacher-student interactions and building interactive teacher-student interpersonal and teaching relationships is the primary task of teaching reform. The essence of teaching is teacher-student interaction. The Outline of Basic Curriculum Reform clearly states that the teaching process is an interactive process of teacher-student interaction, **** with the development. Interaction is the origin of the teaching process. In the process of teacher-student interaction, if you can accurately position yourself in the role, play a good role in the teaching process, it will not only promote the healthy development of the relationship between teachers and students, but also to promote learning motivation, learning efficiency is improved. Otherwise, it will produce the opposite effect, then, in the teaching process of teacher-student interaction, should act as which kinds of roles?

One, is an observer

To observe the learning process of students, observe the emotional state of students. For example, when a first-grade student writing posture is incorrect, gently walk over, pat his shoulder, use body language to remind him, or hand in hand to help him adjust his writing posture over; when in the teaching process when students feel tired, the teacher can take everyone to do a game of relaxation. All this comes from the fact that the teacher is a careful observer. Teachers' in-depth observation of students is a prerequisite for the design and promotion of student learning. If the teacher lectures only care about their own taste to speak, regardless of the feedback from the student side, and the student's thinking can not be synchronized, the students just passive acceptance, no room to think about understanding, so either do not understand, that is, swallowed in one gulp, do not seek to understand, there will be a considerable portion of the classroom "distraction", the person in the heart is not in the.

For example, I have this experience, in listening to the fable "pulling up seedlings to help grow" this class, the teacher of this fable, the moral of the fable, speaking in a more abstract way, the students did not understand. As this did not pay attention to the performance of observation, only to speak down to the time, please come to speak about this text to tell people the truth, only two raised their hands.

Once I read a special experience, which recorded a teaching clip: "stars" in the text "deep blue sky hanging countless half-light half-dark stars" in the sentence of the word "hanging" is the most difficult to understand. In class, she showed the students this sentence and pointed out the word "hanging", which led to the nearest synonym of "hanging", "hanging", followed by "Why doesn't the author use "hanging" instead of "hanging"? Then the question "Why did the author use the word "hanging" instead of "hanging" led to the discussion. Most of the children in the class didn't understand, so the class was silent, and she specially observed the children's expressions, all of them looked puzzled. At this point she noticed that one student wanted to speak, but didn't raise his hand. So she named the student to speak. The student said that "hanging" means leaning against something, while "hanging" does not. At this point, she notices that all the other children are nodding their heads and some are shouting out, "Yes, that's right." She praised this one, and took the opportunity to ask the child to use "hanging" and "hanging" to make sentences, "There is a bright moon hanging in the sky." "There is a painting hanging on the wall of my house." ...... The children learned the word "hanging."

The two teachers had very different results. Classes, can not just take into account the content of the class how much is not yet spoken, followed by which link, the next link how to speak will be better, a hard class to catch up, more should be timely observation of student performance. This can make more gains, the class polarization is reduced.

Two,

is the designer

Teachers are the designers of teaching activities, teachers should be based on the basic state of the students taught and the level of thinking, reasonable design of teaching content. Create a teaching environment that guides students to learn independently and creatively in appropriate problem situations. Classroom questioning is a key to the effectiveness of classroom teaching, what kind of questions to design, when to ask questions, all need to be carefully designed. For example, the lesson of "planting fish" is composed of three pictures to learn the text. Through the kitten planting fish this interesting story, so that students understand why the kitten can not receive the fish. The first paragraph is designed with two questions: "Where did the farmer plant the corn and what happened in the fall? Where do you see that a lot of corn was harvested?" The purpose of designing these two questions is to let the students understand that planting corn in the ground will yield a harvest in the fall. The second paragraph is designed with three questions, "Where did the farmer plant the peanuts? Why did the corn and peanuts get planted in the ground? How about in the fall?" Through the above questions, the corn and peanuts are connected, so that the students will understand that corn and peanuts have **** the same thing, they are both plants, and there will be a harvest when they are planted in the ground. The third paragraph is designed with three questions: "When the kitten saw the farmer planting corn and peanuts, what did he think? And what did it do? Can the kitten receive a lot of fish? What does the kitten do to receive a lot of fish?" Through these questions, the purpose is to let the students in the comparison to recognize the law of things: corn, peanuts and fish are not the same growing conditions, corn, peanuts are plants, to be planted in the ground; fish are animals raised in the water, can not be planted in the ground. Finally, through the "What can the kitten do to receive a lot of fish?" This question not only deepens the understanding of the text, but also connects with the practice, so that the students' ability to move forward. Teachers are the designers of student group learning activities, group cooperative learning is an important way of learning, should be reasonable grouping, provide learning materials for the group, and guide the smooth progress of group activities.

The implementation of the new curriculum also makes the role of the teacher as a designer more prominent, the teacher shoulders heavier. Excellent more should be a successful designer.

Third, is a helper

To help students to solve the difficulties encountered in the learning process, to remove barriers to thinking, pay particular attention to help learning "temporary backward students," in order to enable them to successfully complete the learning task. The biggest reform in modern times is that the teacher, in addition to being a designer, will become more and more like a consultant, a participant in the exchange of views, the teacher will be less and less to pass on knowledge, more and more to stimulate thinking. To provide the necessary guidance and timely reminders will always be indispensable.

The guidance and help should be mainly reflected in the following aspects:

Pointing out. Students may not understand the meaning of some words or be unable to make a judgment about some conclusions in the classroom, and they will seek help from the provider who is the source, which is the one who takes the initiative and is consulted.

The "discussion approach" is most conducive to an inquiry-based classroom. In such a classroom, the teacher's advisory role is indispensable. When the students' topics and ideas are superficial and worthless, it should be the right time to come up with ideas, point out the confusion, make individual or overall evaluation in a few words, and guide to make a fruitful and not lose the depth and width of the discussion.

Creating an atmosphere. The classroom needs to create an atmosphere to improve the teaching efficiency of the whole class. Classes, the classroom atmosphere is dull, to adjust the class in a timely manner, let the students to do a word game, or to read a favorite piece of text, to mobilize the enthusiasm of students, especially mobilize the enthusiasm of the students who are less likely to speak, so that the whole classroom is active. Let in a relaxed and pleasant environment to learn.

Review the situation. Classroom like climbing, challenging, in the climb to the top of the journey, will encounter what the situation can not be determined, the teacher should always maintain a high degree of attention and adaptability. The teaching process is a variable, it requires a fairly good psychological quality, in which educational resourcefulness is particularly important. Educational resourcefulness includes the ability to make the best use of the situation, improvise, target, and master the timing and proportion, and so on. For example, students in the classroom talking, making small movements, the teacher can improvise, skillfully reminded; answer the question with creativity, can give praise at the right time; a word do not understand, can be easy to understand the words to make students understand, and let the students do a small exercise to consolidate and so on. This is also an important condition for the success of classroom teaching. From the traditional classroom teaching of knowledge transmitter, producer into a guide to build their own cognitive results, the development of cognitive ability of the helper.

Fourth, is a listener

Students are respected by teachers, teachers patiently listen to students' insights, students' correct insights to give affirmation to the wrong or one-sided understanding of pointing them to analyze, regardless of the right or wrong, are vigorously praising the students of this spirit, which is the proper posture. Students should have enough patience, extend the time to wait for students to answer questions, patiently waiting for the results of students' thinking, encourage students to try and explore, do not rush to provide students with the answer or let the other to provide the answer, do not let a stood up to answer the question with regrets to sit down. As a result of this, the classroom teaching atmosphere will become extremely active.

For example, a teacher in the open class "want to fly the tortoise", put forward such a question: "fly to the sky is the dream of the tortoise, although it fell down this time, but it is so want to fly up to the sky again, let's think of a way to help the tortoise to realize the dream, okay?" As soon as the question was posed, a student raised his hand high, and the teacher asked him to speak. He stood up and paused for a while without speaking, and there were a lot of whispers at the side: "He didn't think of it." The teacher did not immediately let him sit down, encourage him to think about it. After a while he spoke, "Just put a bag in the middle of that stick and the turtle sits in it so it doesn't fall off when it talks!" The student's idea was restated and he was praised for thinking of a good idea. At once

The minds were opened to a variety of special ideas. "Tie a balloon to the turtle's back." "The turtle can fly up into the sky in a hot balloon."

"I'm going to build a space ship and send the turtle into space so it can fly even farther."

It was the patience of listening to the first person's answer that made the rest of the class actively raise their hands and talk about their ideas because of the validation they could receive.

This brings to mind the phrase "catch the ball that the child throws", a metaphor favored by the Italian Reggio Emilia when talking about the role of the teacher. The phrase refers to the teacher's need to listen, pay attention to the child, and engage with the child with great sincerity and pleasure. The interaction between the teacher and the child is like the process of throwing and catching a ball: first, both the thrower and the catcher are subjects whose aim is to throw and catch the ball well; second, the thrower and the catcher are equal and cooperative with each other, with no difference in their status or deference; third, both throwers and catchers take each other seriously; and, fourth, the thrower and the catcher are motivated by and transformed into each other, the Fourth, the thrower and the receiver are mutually motivated and interchangeable, and the thrower is ready to catch the ball at the same time. In the past, our teachers listened less to children's problems. Nowadays, the curriculum reform should first solve the problem of students' speaking up, and students should be allowed to participate and express their thoughts, ideas and doubts. Right or wrong, good or bad do not count, first of all, dare to speak, for the students' problems, teachers should give positive listening and evaluation, teachers in the language as close as possible to the students, can shorten the psychological distance between teachers and students, which is the most subtle mutual contact between human and human mind. In the classroom, students speak, the teacher enthusiastically listening, active participation, high attention, the teacher is no longer self-centered, but as a more alert listener. Being able to listen patiently and knowing how to listen is both a respected quality and a basic requirement for interpersonal communication and interaction. In the classroom guidance, the role of the inequality and the asymmetry of the more need to be a listener, to provide the appropriate scene, to create a good atmosphere, so that there is time and mood to state, to explain, to show.

Fifth, is an appreciator

Students' eyes are often written on the worship, may also want to gaze with appreciation at times. Every child is eager to get the attention and appreciation, a nod of the head, a smile, a table field as a good rain to know the season, giving seedlings upward confidence and the power of growth.

"There are no two identical leaves in the world", the students' individual endowments, character differences. To make the students' potential in their respective starting point to get full play, we must put aside "all things are inferior, only high scores" this narrow-mindedness and constraints, with a good eye for discovering the "beauty" to capture, appreciate the flashpoints on the students. For example, there is an active nature, in the class often cause trouble, although after many education, but little effect. Once, sports in front of me praised him for jumping rope well. I let him compete with the others, and sure enough, he was the fastest. I encouraged him to practice again and strive for the whole school championship. After that, as soon as he got out of class, he ran outside with the rope and practiced on the playground. Soon after that, he won the first place in the short-rope event in the jump-rope competition held by the school. I was both surprised and pleasantly surprised by this achievement he made. I was surprised and amazed that his hard work was not as good as a casual affirmation. In the class meeting, I awarded him a prize and called on everyone to learn from his spirit of hard training and competing for the collective glory.

The teacher, a piece of respect, praise, he became understanding, by everyone's recommendation, he became the class sports committee.

Different needs to be appreciated from different angles. Sometimes it is more effective to appreciate their tiny

flashes of light than to applaud their notable misdeeds.

Sixth, is the understanding

In the hearts of students, the most favorite is to understand, trust their teachers. Therefore, in the process of and interactions, to play the role of a good comprehender.

I've seen an example of this in my research: a female student in the upper grades of a school, whose parents are divorced and who lives with her mother, who cares very little about her. This seriously damaged her mental health, so she often do strange actions in class, and not hygienic. Later, after learning about this female's situation, she was fully understood and found to be enthusiastic. She was then encouraged to run for the class as a deputy labor councilor. She stayed up for three consecutive nights to write a dozen or so "policy platforms". After the election of the deputy labor committee, the work of this active initiative, and gradually changed the previous bad habits, academic performance has improved, and when the class, the class representative.

If there is no understanding of the mentality to understand students, it is impossible to find students on the flashpoints, as a result of the spark of the student's mind, mobilizing her enthusiasm, and more so that the academic performance has been improved. It is because of the good role played by the understanding of the role of the full solution to the "problem students", so that the problem is not "problem".

Understanding, so that re-understanding of the relationship between students and the school, the school should not only be a hard course, hard homework and test scores, it should also be a personal potential of students to be able to fully explore, to play the place. Each of the body contains a unique personal potential, the responsibility lies in the excavation of it, carry forward to continuously enhance the significance of their lives.

Put yourself in the shoes of the students and give them timely and effective feedback, based on respect and understanding. As far as possible to stand in the position, feel their situation, experience their feelings, and thus understand their attitudes, feelings and perceptions, so as to improve the practical and effective guidance.

Seven, is a collaborator

In order to enhance the interaction between teachers and students, the main body between students, to promote the independent development of students. Teachers and students are collaborators, the independent development of students depends on the respect and play of the subjectivity of students, while the respect and play of the subjectivity of students depends on the subjective interaction between teachers and students, between the two sides of both through the process of real interaction and mutual influence, mutual action. This real interaction certainly need both tacit understanding, but up in the classroom organization, more need to play a major role as a bridge of interpersonal communication inside and outside the organization.

The distinctive feature of the exchange between the adult culture represented by the teacher and the students' culture is the "inter-subjectivity" of the culture, and the two cultures can be exchanged, no longer the teacher's "one-man show", but in the interaction with the students and the interaction of the construction of the "two-man show". "It is constructed in interaction and interaction with the students. As a subject, with subjectivity, this subjectivity is expressed in all aspects of teacher-student interaction, moment by moment.

Eight, is a learner

Modern education requires teachers not only to master the general simple means of teaching, educational technology, but also to master modern communication technology, network technology, educational technology, multimedia design and other theories and techniques of modern distance learning. Combined with the spirit of the New Outline, which requires the consolidation of subject knowledge and specialized knowledge, experience and wisdom in practice, as well as people to people must have considerable humanistic qualities, this is fully reflected in the Outline.

With the knowledge is interactive, such as:

In letting the observation of the collected leaves, the leaves have four corners, five corners, three corners ...... One of the students said that there are eight corners of the leaves, but the teacher said that he had not seen this kind of leaves, the students still insisted on their own opinion, so the teacher asked the students to find out the eight corners of the leaves to prove it. This example shows that teachers are not all right, not everything, still need to learn with an open mind, teaching and learning. Teachers' teaching and students' learning are interactive and complementary. Students as a group, relatively young, sharp thinking, capture the access to more channels, often the first to go. Should learn from students with an open mind, the use of knowledge to make up for their own lack of knowledge.

Nine, is a researcher

Curriculum reform and the development of school-based curriculum, prompted by a clear awareness of the existing knowledge alone to teach the 21st century is far from enough, we must step up their own knowledge charging and business refinement, we must be in the age of continuous updating of knowledge, independent study of a wide range of knowledge, dabbling in more and more, pure green teaching skills, in order to keep up with the times, in order to keep up with the rapid development of the situation. The rapid development of the situation, in order to stand in front of the conscience.

Rousseau said "the art of making students like what you teach". To make students like what you teach, you have to let students like you first. Play a good teacher-student interaction in a variety of roles, as a good observer of learning, designer, helper, life in the listener, appreciator, understanding, collaborator, learner, researcher, etc., is as a good should do.