集体教学活动中师幼互动存在的问题及解决策略—以H幼儿园为例摘要在当今教育改革的时代要求下，高质量的学前教育是我们追求的目标，而师幼互动作为影响教育质量的重要因素，也受到了高度的重视。互动作为幼儿园活动组织的基本要素，教师的教学观念、教学目标都是通过教师与幼儿之间的互动来实现的，在互动的过程中促进幼儿情感、能力、认知的发展。因此，教育需要通过互动才能转变为现实。本研究以实习班级为例，运用文献法、观察法、案例分析法对集体教学活动中师幼互动进行了研究。在研究过程中查阅了有关互动的定义和类型以及当前互动的现状作为研究的辅助资料，为本论文做好理论支撑。运用观察法，站在旁观者的角度对集体教学中教师和幼儿发起互动的次数，和互动的内容进行了记录和分析。通过对数据的整理，发现了互动中存在教师发起互动占主导，幼儿的权利不能体现，以及教师更加注重的是活动时的纪律，对幼儿情绪关心少等问题，用案例的形式客观的展示出当前存在的问题并对问题进行归因。最后，针对存在的问题，从教师和幼儿园两个方面提出建构良好师幼互动的建议。希望得到教师和幼儿园对互动的重视，从而促进教师专业能力的提高，以及幼儿园的办园质量，为幼儿的全面发展提供条件。关键词：集体教学；师幼互动；问题；策略ABSTRACTInthecurrenteraofeducationalreform,china`spursuitofhigh-qualitypreschooleducation,andteacher-childinteractionasanimportantfactoraffectingthequalityofeducation,hasbeenhighlyvalued.Interactionasthebasicelementsofkindergartenactivities.Teachers`teachingconceptsandteachingobjectivearetoberealizedthroughtheinteractionbetweenteacherandchildren,whichalsopromotesthedevelopmentofchildren`semotion,shillsandcognition.Educationneedtobetransformedintorealitythroughinteraction.Takingthepracticeclassasanexample,bythemethodofliterature,observationandcaseanalysistostudytheteacher-childinteractionincollectiveteachingactivities.Inthecourseoftheresearch,thedefinitionandtypesofinteractionaswellasthecurrentstatusofinteractionareconsultedastheauxiliarydata,whichprovidesthetheoreticalbasisforthispaper.Theobservationmethodwasusedtoobserveandrecordthenumberoftimesandthecontentoftheinteractionbetweentheteacherandthechildreninthecollectiveteachingasabystander.Throughdataanalysis,thequestionsisfoundthattheinteractioninitiatedbyteachersisdominant,andchildren`ssubjectstatuscannotbereflected,andteacherspaylessattentiontothedisciplineofactivitiesandpaylessattentiontochildren`s`emotion.Intheformofacasethanshowtheexistingproblemsandanalysisthecause.Finally,accordingtoquestions,fromteachersandkindergartenstwoaspectstoestablishagoodteacher-childinteraction.Itishopedthatteachersandkindergartenswillpaymoreattentiontotheinteraction,improveth