幼儿园大班数学集体教学活动下师幼互动的研究(4)

Abstract

Preschool mathematics education activity is an indispensable part of the five fields of kindergarten. It is included in the field of science, which is the key to open the door of the scientific world and an important link to promote the comprehensive development of children. In recent years, the country has paid more and more attention to the development of preschool education. In the process of continuous exploration, some problems will be found, for example, the "primary school" of kindergartens is serious, and the quality of teacher-child interaction is poor. These problems are more likely to occur in the collective mathematical teaching activities. This study mainly analyzed the causes of the problems based on the current situation of teacher-child interaction in the collective mathematical teaching activities of large classes in Y park, xi 'an, and provided some Suggestions for improving the teacher-child interaction.

This article mainly by the case recording method, the analysis method, the contrast method primarily. The present situation of teacher-child interaction among different teachers in mathematics collective teaching was recorded and the characteristics of teacher-child interaction in mathematics collective teaching were observed. Analyze and compare the reasons that affect the quality of teacher-child interaction. Combined with the actual situation, this paper puts forward feasible Suggestions to improve the quality of teacher-child interaction in mathematics collective teaching activities.

According to the research findings, the quality of teacher-child interaction in the collective mathematical teaching activities is mainly affected by the following four aspects: the overall teaching environment of kindergarten, early family education, children's individual learning ability, and teachers' mathematical teaching ability and skills. And puts forward the related education suggestion :1, the kindergarten must arrange the reasonable mathematics teaching research and the training work. 2. Teachers should communicate with parents to understand children's individual differences. 3. Teachers should constantly enrich mathematical knowledge and improve their teaching skills.

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