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Abstract
Collective teaching activities are important scenes of teacher-child interaction, and the quality of teacher-child interaction is a key factor affecting teaching quality. In order to deeply explore the status quo of teacher-child interaction in kindergarten collective teaching activities and its optimization path, this study collects 30 video samples of kindergarten collective teaching activities, analyzes teacher-child interaction in kindergarten group teaching using the CLASS classroom assessment system, and analyzes the quality of teacher-child interaction by using SPSS26.0 for data analysis. The study found that the overall teacher-child interaction in kindergarten collective teaching activities is at a moderate level, and teachers show positive attitudes in emotional support, but still need to strengthen their educational support and language modeling, and there are still problems such as teachers' low educational sensitivity, teachers' dominance, children's lack of subjectivity, poor feedback quality, and insufficient language modeling. Based on this, this study proposes feasible recommendations: first, teachers should improve their educational sensitivity and flexibly adjust their interaction strategies; second, they should enrich their teaching and guidance methods to enhance children's independent explorations; and third, they should strengthen their verbal modeling to guide children's in-depth expressions.
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