A Brief Analysis of Teachers' Language 8000 Words 1
Abstract: In kindergarten language education and teaching activities, teachers' language plays a vital role in children's growth. Therefore, teachers should constantly improve their own literacy and professional quality, and use speech acts suitable for children's psychological development to promote children's healthy growth.
Keywords: early childhood education; Teacher's language
In teaching activities, kindergarten teachers should convey information to children through intentional words, hoping that children will carry out activities according to their own intentions. Teachers' speech is not only a tool for teachers to carry out teaching plans and activities, but also an important way for children to learn languages. Teachers should not only have the ability to organize teaching activities, but also have good language skills to ensure the effectiveness of education and teaching activities. However, in the actual children's language education activities, teachers' speech acts are very different, which leads to different educational effects and different performances of children in the activities.
1. Speech Act Classification of Preschool Teachers
1. 1 Organizing speech acts
In education and teaching activities, it mainly refers to the speech acts used by teachers to demand or strengthen some behavior of children according to the routine of kindergartens or in the teaching process. For example, greeting at the beginning of an activity is a warning to maintain order and reminds children to concentrate. In addition, there are text tips and guidance for children in the activities. For example:? Children, repeat the children's songs you just learned. ? Let's play a new game? Wait a minute. Or is the teacher giving some instructions to the children, such as? Put your hands on the table? Everybody line up to wash their hands? Wait a minute. Of course, in case of special circumstances, such as children asking to go to the toilet and children complaining. Teachers also use organizational language in the process of processing.
1.2 Narrative, questioning and feedback speech
Speech acts of teachers explaining teaching contents. For example, teaching children to play a game requires explaining the rules of the game. To teach children to tell stories, it is necessary to explain the characters and plots in the stories to make them easier to understand. Teachers' questioning language occupies a certain proportion in teaching activities, including simple questioning, questioning and repeated questioning. By asking questions, there are certain responsive speech acts, such as affirmation, negation and repeated answers.
2. The practical application of preschool teachers' discourse.
2. 1 The language use of kindergarten teachers should meet the psychological needs of children.
The quality of speech is a key factor affecting education and teaching activities. Effective education and teaching activities are inseparable from teachers' speech acts. As a tool for teachers to implement teaching plans, speech acts play an important role in the completion of language education activities in kindergartens and the development of children. This requires our kindergarten teachers to use words suitable for children's psychology to carry out teaching activities.
2.2 Preschool teachers' words should consider the appropriate psychological situation.
For example, when a child comes to kindergarten in the morning, the teacher greets the child with a smile and enthusiasm. Good morning! ? The child will respond happily to the teacher:? Good morning, teacher! ? Polite language in life like this has a great influence on children. On the contrary, if the teacher only talks to the parents and doesn't say hello to the children, it may make the children feel that the teacher doesn't like me. In fact, this is also one of the teaching contents of polite expressions. Kindergarten is a school where children come into contact with society for the first time in their lives. Teachers' words and actions play an important role in the formation of many habits of children in the future. Many preschool teachers use imperative sentences in their teaching. No, no, no? And so on vocabulary, children have to obey orders out of fear, in the long run, such a teaching language is not conducive to the healthy development of children's psychology.
2.3 Preschool teachers' speeches should consider appropriate media scenes.
For example, when maintaining teaching order, teachers usually say: Small eyes! Look at the teacher and put your hands on your legs! ? Let's see what's on the big screen. This kind and childlike language makes teaching activities harmonious, and children's attention naturally turns to teachers. On the contrary, some teachers will say:? Sit in the chair! Put your hands on your legs! ? I'm going to class. Watch your mouth! ? This mandatory language makes children under the high control of teachers, which makes the activity atmosphere particularly tense. What if it's replaced by? Please sit in the chair. Let's begin our class now. Gently close the book in your hand. ? This tone will make children less resistant and willing to accept the teacher's requirements, laying a good foundation for the teacher's next teaching activities.
2.4 Preschool teachers' words should consider life scenes.
In teaching activities, preschool teachers should pay attention to teaching strategies and methods according to children's psychological characteristics and age characteristics. For example, in the teaching process, the teacher should tell the child a grateful story. The title is The Mysterious Little Shoemaker. The story is roughly that two old people make a living by sitting on shoes, but their business is getting worse and worse. Later, with the help of two elves, the old man's business was saved. The old man found that the clothes worn by the elves were worn out, so he made them new clothes and new hats. The elf was very happy. They lived happily together and became a family. Teachers can use some enlightening language when explaining, such as? Children, why did the old shoemaker make new clothes and hats for the elves? Introduce children's minds and tell them the answers? That's because after getting help from others, we have to thank others. ? It is a pleasure to help others. The elf helped the old shoemaker's family through the difficulties. They are very happy. ? Enlightening questioning language is often used in the teaching process, because it can better guide children into the story situation, so as to think independently and finally understand the truth of being a man. It is also an effective teaching method to integrate real scenes in life into classroom teaching activities. For example, it rained outside during class, and some children were attracted by the sound of rain, unable to concentrate and couldn't help looking out of the window. When their mother came to pick them up, some children were worried about how to get home. Some teachers take this opportunity to chat with their children. ? Children, is it raining? Some children say yes, while others say no? Why is it not good to rain? Some children are afraid of being caught in the rain because they don't have an umbrella, while others say that the road is slippery and they are afraid of wrestling. ? So who brought an umbrella? What should I do if the child without an umbrella gets wet? Inspire children to understand that people should help each other.
3 Conclusion
In children's education activities, the most critical and direct factor affecting teachers' speech behavior is teachers' own quality, among which teachers' professional quality is one of the key factors affecting the effect of education and teaching activities, mainly including professional knowledge, professional skills and professional feelings. Therefore, preschool teachers should constantly strengthen their professional quality, improve their own quality, and ensure the effect and quality of preschool teaching activities.
References:
[1] Fu Daochun. Pedagogy [M]. Beijing: Higher Education Press, 2000.
[2] Zheng Jinzhou waited. Research methods of school education [M]. Beijing: Education Science Press, 2003.
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