What are the main strategies of kindergarten teacher-child interaction?

As the basic form of kindergarten education, "teacher-child interaction" exists in children's daily life and in all fields of kindergarten education, which has a great influence on children's development. In the interaction between teachers and children, teachers consciously adopt some effective interaction strategies, which will achieve twice the result with half the effort. The following three supporting strategies are analyzed in detail from the aspects of strategy connotation, concrete operation, example understanding and topic practice.

(A) Incentive interaction strategy

Teachers interact with children to stimulate their interest in activities and encourage them to continue their activities.

1. Situational infection: Teachers stimulate children's interest in learning and activities through the creation and infection of situations.

For example, in mathematics activities, create a situation of "little monkeys holding the party and parting peaches" to guide children to operate freely, so as to understand the decomposition and combination of numbers; For example, in art activities, the teacher sets the scene of "birds flying", puts the bird's pattern on the oil pastel, takes the drawing paper as the sky, and draws straight lines or curves on the drawing paper with a brush to show the birds flying, thus stimulating children's interest.

2. Language catalysis: Teachers use vivid and emotional language to stimulate children's interest in activities.

For example, in the corner activity, when small class children use rubber bands to make a composition on the nail board in the puzzle area, the teacher said, "The rubber band children want to dance on this gymnastics board. Let's have a try. What dance can it dance? " The teacher saw the children's operation and affirmed in time: "Look, the red rubber band is dancing in the triangle dance!" " "

3. Emotional sharing: In the interaction, teachers support and affirm children's emotional attitude.

For example, in the handicraft activity, it is clear that the children drew two blue eyes on their handmade works, and the teacher encouraged them in time: "Wow, your kitten has big round blue eyes, which is really beautiful!"

(B) Follow-up interaction strategy

Teachers reduce and avoid direct requests or instructions in active interaction with children, follow children with an equal and tolerant attitude, and interact with children effectively on the basis of observation and analysis, thus promoting children's independent development and active learning.

1. environment creation: teachers create an environment that can support children's free exploration; Teachers create an environment that can trigger children's positive interaction with others, and encourage and support children to find and solve problems through full interaction in the activity environment.

2. Transformation and adjustment: Teachers should change the original coping strategies according to children's performance and problems in activities, so as to better meet the needs of children's activities and development, and take care of the relationship between children's individual needs and children's overall needs as much as possible.

For example, in children's independent performance activities, the number of groups does not meet the requirements of the activity rules. According to this situation, teachers refine the performance content and flexibly change the number of groups.

3. Patience: In the process of interaction, the teacher waits patiently and appropriately. However, the interactive strategy of waiting does not mean passively standing by, but can secretly assist and support children and wait patiently for their discovery and transfer learning through the intermediary of materials.

For example, in the theme activity of "building a house", Hong Hong failed to build a "tall building" many times. When Honghong seemed to want to give up, the teacher silently put in relevant pictures and double-sided tape. Soon, the red children began to study while looking at the pictures, and then tried to stick the four corners of the box with double-sided tape. This time, a "tall building" was built.

4. Timely reflection: Teachers reflect on their interaction with children in time, and infer the appropriateness and rationality of their behavior from the influence of the interaction process on children.

(C) the strategy of challenging interaction

In the interaction, teachers seize the appropriate educational opportunity and give children a challenging platform on the basis of "asking questions" to further promote children's problem solving and thinking development.

1. Question asking: In the process of interaction with children, teachers should ask questions in a timely and appropriate manner, stimulate children's desire to explore and solve problems, and trigger children to further think, discuss and conflict until the problems are solved.

For example, in early spring and February, children became interested in ants. They spontaneously went to the kindergarten to look for ants, but they never found them. The teacher questioned, "How could it not be?" Think about it, where can you usually see ants? "So the children went to the playground, grass and flower bed of the kindergarten to look for it. The teacher's questions encouraged the children's interest and behavior in inquiry.

2. Inspiring thinking: Teachers use specific situations to stimulate children to keep thinking, actively explore and communicate through open questions and colorful materials.

For example, in the interactive process of educational activities, teachers can often be heard asking children, "What did you find?" "Do you have any questions?" "What do you think of this problem?" "What can you do?" Wait a minute.

3. Promote deepening: In the process of educational activities centered on children's self-exploration, teachers can help children to generate interesting and challenging topics on their experience level by observing children's interests and needs, and effectively promote children's learning and exploration in the supportive and challenging interaction with children.

Reflected in the following aspects:

(1) When children's exploration problems are fragmentary or superficial, teachers can take the initiative to participate in or join activities, or discuss and communicate together as collaborators.

(2) When children can't continue their activities because they are unfamiliar with the materials or controversial about exploring questions, teachers can use heuristic and open-ended questions to encourage children's discussion and controversy, which will lead to cognitive conflicts between old and new experiences.

(3) When children's interest in activities is reduced or lost due to the influence of activities or other factors, teachers can support children to continue their activities through the adjustment of material environment and the stimulation and encouragement of language.