数学活动区教师--儿童互动分析

An Analysis on the Teacher-child Interaction in Mathematics Area

本研究对数学活动区中教师—儿童互动事件进行了量化分析与质性描述。结果表明,尽管教师—儿童互动大多由教师发起,但教师对儿童发起的互动大多持鼓励态度;教师—儿童互动多为短暂的互动,但它对儿童的自主活动起到了支持、引导、检查和督促作用;教师—儿童互动中运用频次较高的策略为:启发思考、提高活动难度、鼓励以及提供新的信息;儿童在与教师互动中的主动性仍有待加强。

The purpose of the study was to analyze teacher-child interaction events observed in the math area in the classroom. The result indicated that the most of the teacher-child interaction events were initiated by the teacher; the teacher provided positive feedback for the most of the events that were initiated by the children; although the most of the interaction events were short in time, they had an important impact on the children＇s activity by providing supporting, encouraging, guiding, examining and monitoring; the most frequently used strategies by the teacher in the math area were： Scaffolding by Raising Questions, Increasing Activity Difficult Level, Encouraging and Providing New Information. However, the spontaneity of the children in teacher-child interaction still need to be improved.