Innovative Practice of Kindergarten Teacher-Child Interaction Mode Driven by Digital Technology

摘要

With the comprehensive advancement of educational digitalization strategy, digital technologies such as artiffcial intelligence, augmented reality, big data analysis and interactive projection have been gradually integrated into the daily teaching and game scenarios of kindergartens. Teacher-child interaction is the core carrier of preschool education teaching and the key link to realize children’s physical and mental develo-pment, personality shaping and cognitive growth. Traditional kindergarten teacher-child interaction is limited by single scene, lagged feedback and empirical judgment, which is difffcult to meet the personalized and diversiffed growth needs of contemporary young children. Based on the background of digital transformation of preschool education, this paper systematically analyzes the internal logic and value connotation of digital technology empowering kindergarten teacher-child interaction, summarizes the practical dilemmas existing in the current interactive mode, including solidiffed interactive scenarios, insufffcient personalized interaction, single evaluation dimension and alienation of humanistic temperature caused by technology abuse. Combined with the practical application scenarios of digital technology in front-line kindergartens, this paper explores innovative practical paths from interactive scene reconstruction, personalized interactive mechanism optimization, digital evaluation system construction and humanistic education return. The study aims to provide practical reference and theoretical support for kindergartens to build high-quality digital teacher-child interaction mode, promote the deep integration of digital technology and preschool education, and realize the high-quality development of preschool education.