Research on Teacher-Child Interaction in Group Teaching Activities for Middle Class —An Observational Analysis Based on the CLASS Teacher-Child Interaction Evaluation System

在集体教学中，教师与学生之间的交往和情感是教师与学生之间相互影响的重要因素。对集体教学活动过程中师生互动进行研究与分析，对于推动学前教育改革，构建师幼良性互动关系，都有着积极的作用。以河南省X幼儿园为例，采用观察法和案例分析法，并且以CLASS师幼互动评估体系获得的数据为依据，分析中班集体教学活动中师幼互动在情感氛围领域，活动组织领域以及教育支持领域的现状以及其影响因素，包括基于师幼互动主体性的儿童观，教师反馈能力以及幼儿自身气质调节作用，对此，提出增强教师师幼互动专业能力的培训包括“以儿童为中心”师幼互动的相关理论与能力的训练和增加师幼互动的园本培训机会。In collective teaching, communication and emotions between teachers and students are important factors that influence each other. Studying and analyzing the interaction between teachers and students in the process of collective teaching activities play a positive role in promoting the reform of preschool education and building a positive interactive relationship between teachers and children. Taking X Kindergarten in Henan Province as an example, using observation and case analysis methods, and based on the data obtained from the CLASS teacher-child interaction evaluation system, this study analyzes the current situation and influencing factors of teacher-child interaction in the emotional atmosphere, activity organization, and educational support fields of collective teaching activities in the middle class, including the child view based on the subjectivity of teacher-child interaction, teacher feedback ability, and the role of children’s own temperament regulation. In this regard, it is proposed to enhance the professional ability of teacher-child interaction among teachers, including the training of relevant theories and abilities of “child centered” teacher-child interaction, and to increase opportunities for kindergarten based training in teacher child interaction.