"了解个体差异"、"善于倾听"、"适当应答"是我国《幼儿教师专业标准(试行)》对教师教学互动能力的基本要求.然而,从实践的情形看,教师更易于集体性教学互动,易于发展适合幼儿年龄的倾听--应答模式.构建适应性教学互动,应基于幼儿差异诊断,设计分层的行为目标,提供多样适宜的学习条件,同时教师应尊重幼儿的自主和差异,进行有效提问,为他们创造积极的互动机会与实践.%According to the professional standard of kindergarten teachers in our state, kindergarten teachers should be familiar with young children′s differences, good at listening attentively to them and appropriately responding to their demand.In view of their professional practice, kindergarten teachers tend to carry out mass instruction and develop the listening-responding model for different children′s age.To cause appropriate teaching-learning interaction, first we must diagnose the differences of young children.On the basis of the diagnoses, different levels of behavior goals should be set.Suitable and varied learning conditions should be provided for young children.At the same time, kindergarten teachers ought to respect young children′s differences and freedom, raise questions effectively and give them active interaction opportunities and practice.
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