What are the skills of teachers' classroom language 1 first, teachers' teaching language should be "sweet"
Some teachers' classroom language is blunt, oral, dull and indifferent, just like the long chanting in the church, which can neither arouse students' interest in class nor arouse their enthusiasm for learning, and has a great influence on the improvement of teaching quality. To this end, it should be emphasized that teachers' teaching language is sweeter. "Sweet" here refers to words full of teachers' passion, knowledge and nutrition, which can stimulate students' thirst for knowledge. It is words that enable students to concentrate and study hard in the atmosphere caused by sweet and pleasant feelings.
First, the "sweetness" of language comes from the love for students and teachers. Only by loving students and mixing with them can we understand their feelings, hobbies and hopes. As the language of the soul, it can be gentle, kind and sweet. Some people complain about the profession of teachers, take a coping attitude towards work, get angry easily and take it out on students. How can there be "sweet talk"? After teaching for more than ten years, I gradually like the profession of teachers and see that students like them as much as their own children. Because of this love, students evaluate my classroom language as sweet and kind. Therefore, first of all, we should love our students and our careers. There is a saying that there is something in the words, love yourself. This is a fact.
Second, we should pay attention to psychological cultivation and be good at controlling and expressing our emotions. No matter what happens after class, before entering the classroom, you must let yourself return to normal, and you must not infect your bad emotions to students, let alone reveal or even vent them. This high degree of emotional control first comes from daily psychological cultivation and high professional ethics. In the classroom, every educator belongs to the cause of education and the object of education; Even if students can't answer questions in class or even disobey discipline, they should be calm, keep a good mood, be kind and say "sweet" words.
I remember when I first went to work, as long as I saw students making trouble, I would get angry and couldn't help but reprimand them in a storm, which made students lose face. I still regret it now. We have the obligation to educate him, but we should also safeguard the dignity of students and pay attention to the way. You can call him out and teach him with sweet words, which not only protects his dignity, but also wins his gratitude and respect.
Third, pay attention to trying to figure out the speaking skills, and use the tone, intonation and rhythm to make the words more "sweet". Sweet words, in addition to full of feelings, are generally characterized by a kind and soft tone, but without losing a sense of solemnity; Low intonation, but without losing speed and anger; Children with a sense of language are more lively and not suspected of affectation. Speech is full of interest in exploring the mysteries of knowledge with students. This requires learning some children's psychology and children's language, trying to find some lost childlike innocence and make their spoken English meet children's tastes. Only in this way can students hear the taste of "sweetness".
Fourth, we should pay attention to the use of expressions. People's facial expressions are colorful, which are the most complex, sensitive and subtle. Even subtle and profound feelings that are difficult to express in words can be vividly expressed through facial expressions. In class, students should not only listen, but also watch. To make students feel the "sweet" taste of language, expressions can undoubtedly help you a lot. If you are kind and affectionate, it will greatly enhance the "sweet" effect of words. When I was in college, a teacher named Gu taught us the course of theoretical mechanics. This course is profound and difficult to understand, but we listen carefully throughout the class and can learn it. Why? Because Mr. Gu is amiable, with a smile and encouragement in his eyes, the persuasive language is full of happiness, as if talking about family life. Unconsciously, every knowledge point flows into our minds like a gurgling spring. Therefore, the role of facial expressions, especially the use of eyes, can not be ignored. Let students see deep and touching feelings, heartfelt and warm entrustment, warm and deep care from your eyes.
Second, the speed of teaching language should be appropriate.
Whether the speed of teaching language "fast and slow" is reasonable and scientific directly affects the teaching quality. And there is a lot of knowledge worth studying between "fast" and "slow"
In daily life, every teacher has his own language habits, and the speed of speaking to each other is always different. For example, young teachers speak faster and faster; Older teachers often speak slowly and "hang up slowly"; Female teachers often speak faster than male teachers; These all refer to "the language of life". As for "teaching language", it belongs to a special working language, which is different from life language in many aspects. As far as speed is concerned, teachers, regardless of age, personality, place of origin and gender, should not be accustomed to giving lectures at the speed of daily life language once they enter the classroom and step onto the podium, but must be restricted by the laws of classroom teaching itself and dominated by many factors related to teaching, and must never be arbitrary.
All enterprising and responsible teachers should scientifically analyze and test their own teaching speed, and should seriously explore and grasp the most scientific and reasonable teaching speed.
Some teachers speak too fast in class, which seems plausible, but the effect of students' lectures is not good. There is a female teacher in our school who is second to none in professionalism, but she speaks too fast. I didn't catch the last sentence clearly, but the next one jabbered out again. Students are always in a state of high tension in class, and over time, they are exhausted. This is precisely because the frequency of sending information is too high, so that the listener's brain can't process the received information, which will inevitably lead to the leakage and backlog of information, leading to obstacles or even suspension of information transmission and reception activities.
On the other hand, if the speed of language teaching is too slow to keep up with the speed of students' brain processing information, the disadvantages are also great. Because that will not only waste a lot of valuable teaching time, but also cause students to be distracted. When I was in college, a teacher who taught surveying spoke very slowly. He said the last sentence slowly, hesitated for a moment, and then said the next sentence. Sometimes some students fall asleep while listening. This is because the brain has completed the selection of received information and processed it through feedback or storage. At this time, there is still no new language information coming, and the line is disconnected again and again. After a long time, sensory and cerebral cortex cells will naturally become tired, from excitement to semi-inhibition. Psychologically, it will also show a kind of exhausted reaction, which will reduce the interest and effect of class. So how can we scientifically determine and grasp the reasonable speed of teaching language?
Generally speaking, at least the following factors should be considered:
The first factor is the age of the teaching object, which is an important basis for determining the speed of teaching language. There are obvious differences in the reasonable speaking speed of teaching language among students of different ages and grades. For middle school students and college students, their sensory function, brain development and load capacity gradually mature, showing the characteristics of energy, sensitivity and speed. At this time, they speak, think and act very quickly. Faced with such a teaching object, it is reasonable that the speed of teaching language should be adapted to it.
Secondly, the factors of teaching content, which is another important basis to determine the reasonable speed of teaching language. That is to say, in the same grade, for the same group of teaching objects, teaching different subjects or different contents of the same subject, due to the arduousness and arduousness of teaching materials, the speed of teaching language should also be different. For example, the speed of telling is generally faster than that of explaining; Generally speaking, easy-to-understand content is faster than difficult and complicated questions.
Thirdly, the teaching environment, which is also one of the conditions that restrict the speed of teaching language. For example, there is a difference in the speed of teaching languages between small classes and large classes in shared classrooms; Going to the inner class is also different from going to the outer class. The larger the space, the farther the distance, and the slower the speed of language. In addition, whether there is noise interference in the quiet environment inside and outside the classroom. It also has an impact on the speed of teaching language.
What skills do teachers have in classroom language II. First, the teacher's gesture language
(A) teacher gestures
Teachers' gestures, that is, teachers use hand movements and gestures to convey thoughts and feelings, organize education and teaching, and show their good mental outlook and professionalism. According to research, gestures combined with expressions can convey 40% information. Appropriate gestures are often made naturally in an instant under the urging of inner feelings. Gestures can reflect people's cultivation and character. Gestures play a very important role in enhancing the teaching effect, so we should pay attention to the amplitude, frequency and strength of gesture language in teaching flies. In teaching practice, various shapes are used to describe the complex state of things, convey potential voices, and reveal the emotional experience and elegant behavior of teachers.
As a teacher, when giving lectures, we all need to use appropriate gestures to enhance the teaching effect. Gestures should be appropriate, natural and appropriate, and follow the relevant content. Generally speaking, gestures consist of three parts: speed, range of motion and spatial trajectory. In teaching, it is mainly used to express images and convey feelings. Teachers' different sign language can be divided into four types:
1. Image pose, which is used to simulate the pose of an object.
2. Symbolic gestures, gestures used to express abstract ideas.
3. Affectionate gestures, gestures used to convey emotions.
4. Indicating gesture, indicating the gesture of a specific object.
(B) the basic attitude of teachers
1. Hanging and backhand
(1) Hanging is the most basic gesture of the teacher. There are two kinds of hand shapes: the first is that the hands hang naturally, the palms are inward, stacked or clenched in front of the abdomen; The second type is that the hands are straight and drooping, the palms are inward, and they are placed on both sides of the thighs. When a teacher is standing or walking, he can generally choose to put down his hand or carry his hand, which is a basic gesture.
(2) It is common to stand and walk with your hands behind your back, which can not only show the authority of the teacher, but also calm yourself. Application method: put your arms behind your back, hold hands and hold your colleagues high. However, it should be noted that being cleaned up can easily leave a sense of arrogance to others, so it should be used with caution in formal occasions or in the presence of leading elders.
2. Take something. Teachers who use teaching AIDS must pay attention to stability and moderation, and must not wave around.
shake?hands;?handshake?(n.)
Before the interview, if the examiner reaches out his hand to you, you will meet him and hold him, showing the sincerity of friendship and communication; If you don't reach out or shake hands with the other person a little lazily, you don't respect the examiner enough.
praise
Praise, this gesture is mainly used to praise students. When praising others, you can extend your right hand, tilt your thumb, point your fingertips up, and point your fingertips at the person being praised. However, when trying to speak, don't put your right thumb up and point to the blackboard in the opposite direction, because it is indecent.
guide
Indication is a gesture used to indicate direction. When a teacher needs to guide or indicate the direction for others, the standard gesture should be: fingers together straight, palms up, wrists straight, fingertips and arms forming a straight line, pointing to the middle of the guided object first, and then pointing to where it should go. It is very impolite to palm down like this. Don't point the finger at the judge during the trial.
Second, the teacher gestures etiquette requirements
(a) Moderate scale
Pay attention to the size and range of gestures during the interview. Generally, the upper bound of gestures should not exceed the other person's line of sight, the lower bound should not be lower than one's own chest area, and the range of left and right swing should not be too wide, so it should be done on one's chest or right side. In class, the teacher's gestures should not be too big, too many times and too repetitive.
(2) Nature and kindness
In class, teachers use soft curved gestures more than rigid straight gestures to narrow the psychological distance between teachers and students. Junior students have strong emotional demands, so teachers can naturally hug and touch them and increase students' recognition of you.
(3) Appropriate and timely
Teachers should give lectures with appropriate and accurate gestures, strengthen the expression effect and stimulate students' listening emotions. Don't wave or be rude all the time, which means teaching others a lesson. Swing wildly, and don't put your hands in your pockets or hold the table still. Dancing will make people feel frivolous and unstable, and being too rigid will make students feel depressed. In short, it should be moderate.
(4) Concise and accurate
Gesture is one of the most obvious, abundant and commonly used teaching AIDS for teachers. When giving lectures, gestures should be stretched moderately, not too monotonous or too complicated. Generally speaking, upward, forward and inward gestures indicate failure, sadness and regret. Gestures should correctly express feelings, not words that can't convey meaning and appear uncultured.
Third, the teacher's gesture taboo.
Gestures are the most expressive body language. Teachers' proper use of gestures can play a good role in communication. It will also make your image more beautiful and graceful.
(1) Never scratch your scalp, pluck out your ears, gouge out your eyes, pick your nose, pick your teeth, scratch your feet, bite your nails, etc. In public. These actions will make students extremely disgusted and seriously affect their image and manners.
(2) In class, touch, bite your fingertips, hold your arms, hold your thighs, and hold your head together. It is also a gesture that should be banned.
(3) Don't point your finger at others. Pointing at other people's gestures is very impolite and implies a lesson.
(4) It is forbidden to knock on the podium, blackboard or do other excessive actions during the lecture.
(5) Avoid playing with chalk or buttons.
(6) Avoid rude gestures such as pulling your sleeves when you are happy.
(7) Avoid pointing and gestures when speaking.
The use of teachers' gestures should be standardized and moderate, giving people the feeling of elegance, implication and politeness. When talking about yourself, don't point your thumb at the tip of your nose, but gently press your left chest with your right palm, which will be dignified, generous and credible; When talking about others, introducing others, giving directions, and asking the other person to do something, palm up, fingers naturally close together, pointing the target with the elbow joint as the axis, and leaning forward slightly to show respect. It is forbidden to extend the index finger to give directions.
The gesture of palm up means sincerity and respect; Palm down means lack of frankness and sincerity. Wave, clap, etc. All belong to the category of gestures, which should be used appropriately according to different occasions and purposes, and should not be excessive. Teachers should master conscious gestures, enhance language expression and make it elegant and natural.