First, evaluate teachers' behavior in the language field.

1. Is the teacher-child interaction between teachers and children smooth and harmonious?

2. Whether to skillfully and skillfully use the change of role to guide children's learning in this area.

3, whether to provide each child with the opportunity to express their ideas, develop language skills and opportunities for success.

Second, the evaluation of teacher-student interaction in the language field.

1, whether to provide children with teaching activities that meet the goals of language education.

2. Whether the language education activities provided can effectively promote the harmonious and effective development of children in language and other aspects.

3. Have you noticed that fully stimulating children's ability to use language in the process of language activities can create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get positive responses?

4. Whether to provide opportunities for children to communicate with each other, especially for children to learn from each other and communicate freely.

5. Whether to guide children to participate in various group activities and experience the fun of living with teachers and peers.

Third, the evaluation of organizational language activities.

1, whether to provide children with ways of language learning such as living, communicating, exploring and playing with adults and peers.

2, whether the appropriate use of collective activities, cooperative activities and individual activities and other organizational forms.

3. Whether the organization of activities is suitable for the level and needs of most children's language development, but also reflects the respect and care for individual differences and personalized characteristics.

4. Can you give specific help to children in time and guide them according to individual differences?