Second, teachers are required to master the characteristics of children's language development. For preschool teachers, mastering the characteristics of children's language development is the premise of mastering language skills and using language strategies. The development of children's language is closely related to the development of children's thinking and understanding. For example, children can't understand the teacher's "irony". When the teacher speaks sarcastically to the child, the child can't hear the teacher's sarcasm. A child in a small class, when he was standing on a stool, the teacher said, "Why don't you stand on the table? It's taller." As a result, the child really climbed onto the table and stood up. Such language can only make children's thinking more confused, and will not have a good educational effect. Children's understanding of language can only be understood according to the superficial meaning, and it is difficult to understand the figurative meaning or deep meaning of language. The younger you are, the more obvious this feature is. Only by grasping the characteristics of children's language development, especially the ability and level of children's understanding of adult language, can teachers effectively use language to guide and educate children in different occasions and in various activities in kindergartens.
Third, teachers are required to establish a correct educational concept. Language strategy is a reflection of educational ideas. Language strategies are more related to educational concepts. As a preschool teacher, even if he has a good language literacy, if he does not have a correct educational concept, such as not fully understanding the dialectical relationship between the leading role of teachers and the dominant position of children in the education process, it is impossible to form a good language strategy. Because teachers' educational ideas dominate teachers' language and behavior in educational activities, teachers must establish correct educational ideas in order to form good language strategies. For example, the correct understanding of children's learning, the concept of active kindergarten, the understanding that games are the main form of children's activities, and the understanding of respecting children. Only when teachers have correct educational ideas can they master accurate educational strategies.
In kindergarten education, the biggest feature is that teachers use spoken English extensively, which is determined by the unique characteristics of children. Children are basically illiterate or illiterate, and all the education and knowledge he received are basically handed down by adults. In kindergarten, it is mainly the teacher's word of mouth. There are two main ways for teachers to guide children, word of mouth and setting an example. Word for word is to guide, educate and impart knowledge through language instructions and suggestions. Guide the example through demonstration, demonstration and other purposeful behaviors. Due to the physical and mental characteristics of children, kindergarten teachers mainly focus on language guidance. When children don't understand the content of activities, are afraid of difficulties, or are educated individually, teachers use demonstration or demonstration methods. Even so, argumentation and demonstration are accompanied by language in most cases. Therefore, relatively speaking, language guidance appears most frequently in kindergarten activities, plays a greater role, and is more important in teachers' guiding behavior.
First, teachers' language skills.
First of all, teachers' language should have rich multiple adaptability. The so-called multi-adaptability is to adapt to a variety of children. Because even children of the same age have different personalities and family life backgrounds, their acceptance of education and knowledge acquisition is different. The choice and application of teachers' language should be based on children's existing language acceptance ability, which can promote the improvement of children's language and the development of language thinking. This implies that teachers should use different languages according to different people, and different children should use different languages. The so-called difference mainly refers to the difference between children. For example, the use of language is different for children with different personalities. Specifically, for children who are sensitive, nervous and have poor psychological adaptability, teachers should talk to them in a friendly tone and a caring tone to eliminate their nervousness. For children who are slow to respond, the teacher should speak slowly and be patient. When talking to a child with a more urgent personality, the teacher should have a calm tone and speak at a moderate speed, which can alleviate the child's anxiety. In short, teachers' language must not be stereotyped, and different language expressions must be adopted for different children, so that teachers' language can play a good educational effect.
Secondly, teachers' language should be clear, vivid and accurate. Teachers' language should be as clear and pleasant as a jade plate, and every word should not be vague. To express feelings in words, children must first understand and hear what the teacher is saying. Only by listening clearly can they gradually understand. Teachers' language pronunciation must be accurate and strive to achieve clear pronunciation and mellow voice. As we all know, children's language acquisition mostly comes from imitation. In the family, children mainly imitate their parents. In kindergarten, the imitators of children are mainly teachers. Therefore, only by listening to the pronunciation of every word of the teacher clearly can children imitate it accurately and the language can be better developed.
Thirdly, teachers should use words accurately and avoid words that can't convey their meaning. The language of preschool teachers can't simply pursue rich vocabulary and vivid language, and avoid using words to hurt meaning. The key to teachers' language is not richness but refinement, and it should be cultivated into a concise skill. Talking with Kan Kan and Kan Kan should not be pursued by teachers. In addition, teachers' language must be standardized and their words must be accurate and scientific. We should try our best to make the words and sentences perfect. Accuracy and uniqueness are inseparable factors in teachers' language skills. Without accuracy, ideographs will be distorted. Without distinctive, even accurate language becomes pale and powerless. Preschool children are the best time to accumulate vocabulary. At this time, children show great interest in vocabulary. They pay attention to new words and are willing to use them at every opportunity. Therefore, preschool teachers' vocabulary application level directly affects children's vocabulary accumulation and application.
Fourth, teachers' language should be vivid and emotional. The language of preschool teachers should pay attention to vivid images and rich feelings. There is a saying in the ancients that "those who touch people's hearts, don't care about feelings first, don't make them say." In other words, we should avoid empty, boring and boring language. The biggest difference between kindergarten education and school education is that kindergarten teachers' language should be more lively and interesting. If the teacher speaks like an old monk chanting, it will only make the child sleepy; If you talk like an announcer, it will only make children feel boring. Children's age characteristics determine that they like vivid, interesting, vivid and lively language, especially teachers' rich expressions and appropriate actions, which are more easily accepted and imitated by children and are conducive to the development of children's language.
Second, teachers' language strategies.
Preschool teachers must have certain language strategies and necessary language skills. Strategy is strategy, which refers to the means to achieve a certain task. The language strategies of preschool teachers should be understood as the means taken by teachers to achieve educational goals and tasks in language when educating children. Language strategies reflect teachers' educational ideas to some extent.
Specifically, preschool teachers should have the following language strategies in education and teaching: First, positive instructions and suggestions. This is consistent with our usual requirement that education should be guided by the front. This strategy requires teachers to use more equal language when putting forward educational requirements for young children, such as telling them what they can do and how to do it, instead of blindly accusing them of what they can't and shouldn't do. But if the child has really done, or is about to do, what he should not do, then the teacher's advice can make the child change his practice. According to the investigation of the relationship between kindergarten teachers and children, the relationship between teachers and children is not very harmonious because teachers give children more negative orders, instructions and criticisms. Undoubtedly, positive suggestions are more effective than negative orders, which can bring the relationship between teachers and children closer and help teachers educate children.
The second is the expression of pleasure. This strategy requires teachers to make it clear to children calmly whenever and wherever they are, and it is necessary to explain things to them. Most teachers are more likely to do this when expressing positive opinions and happy feelings. But it is often difficult to do this when expressing negative opinions and unpleasant feelings. The expression of happiness often makes people feel comfortable and willing to accept different opinions and criticisms. This is especially true for children. Teachers can express their good, bad or instructions to children happily and kindly, which can make them more acceptable and willing to obey. Shouting loudly or being impatient with children can easily arouse children's resentment and confrontation, weaken the role of education and affect the effect of education.
The third is timely encouragement. This strategy requires teachers to give timely praise when children complete tasks; Encourage children in time when they encounter problems or difficulties. Teacher's encouragement is a kind of strength for young children, such as "well, great!" " "Well done!" "Good boy, keep doing it!" Other languages, coupled with teachers' friendly expressions and caressing actions, will greatly inspire children and enhance their self-confidence, which is extremely beneficial to their physical and mental development.
In a word, language skills and language strategies are important indicators to evaluate the quality of preschool teachers' language activities. Excellent preschool teachers must have good language skills, language strategies and the ability to use them. This requires kindergarten teachers to make unremitting efforts to become qualified teachers who really adapt to the development of preschool education in the new period by strengthening their self-cultivation and improving their quality.
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