The Kindergarten Teachers’ Spoken Language For The Secondary Vocational School Students Problems An Dstrategies Of "Internal Skills" Acquisition

The kindergarten teachers’ spoken language is an applied course which studies and discusses its usages and rules. Since it’s mainly for use, improvement of the abilities of the kindergarten teachers’ spoken language is very important for the secondary vocational school students whose major is pre-school education. The abilities of the kindergarten teachers’ spoken language need various basic skills such as the pronunciations, intonations, rhythms, body languages and so on. They are parts of “external skills” which are paid more attention to in the class of the kindergarten teachers’ spoken language. Because they can be felt directly. While the thoughts, logics, knowledge and psychology of the students are “internal skills” which are recessive. Because they can not be felt directly. If the students lack solid “internal skills”, they will only have the forms but be short of the spirits although they’ve got consummate “external skills”. In the class of the kindergarten teachers’ spoken language the teachers pay much more attention to the training of the students’ “external skills” than to the thinking of the students’ “internal skills”. We will analyze the problems of “internal skills” acquisition of the kindergarten teachers’ spoken language in this thesis. And we will also study the strategies of acquiring “internal skills” of the kindergarten teachers’ spoken language.There are four parts in this thesis to expound on the problems and the strategies of “internal skills” acquisition of the kindergarten teachers’ spoken language for the secondary vocational school students.Firstly, the nature and the significance of “internal skills” acquisition of the kindergarten teachers’ spoken language. In this part, we’ll mainly analyze the nature of “internal skills” acquisition of the kindergarten teachers’ spoken language. That’s to say, we’ll solve the problem of “internal skills” acquisition of the kindergarten teachers’ spoken language. We’ll make the scope of “internal skills” and “external skills” clear. And the boundary of them will also be clear. What’s more, we will analyze the significance of “internal skills” acquisition of the kindergarten teachers’ spoken language. That means the problem “why” will be solved. It will tell us that the significance of “internal skills” acquisition of the kindergarten teachers’ spoken language is very important for the secondary vocational school students whose major is pre-school education.Secondly, the current situation of “internal skills” acquisition of the kindergarten teachers’ spoken language. This part is a part of putting forward a question. In this part, we will present the problem of “internal skills” acquisition of the kindergarten teachers’ spoken language, which the students who study the course of pre-school education have. We will present not only the contents of the book “internal skills” of the kindergarten teachers’ spoken language, but also the attention the teachers have paid when they have the lessons of “internal skills” acquisition of the kindergarten teachers’ spoken language. The “internal skills” acquisition of the kindergarten teachers’ spoken language is very important. But the degree of attaching significance of “internal skills” acquisition of the kindergarten teachers’ spoken language is not enough when they have the lessons of the kindergarten teachers’ spoken language.Thirdly, the effects and the influences of ignoring the “internal skills” acquisition of the kindergarten teachers’ spoken language. This part is a part of analyzing the problem. We will analyze the influences of ignoring the “internal skills” acquisition of the kindergarten teachers’ spoken language. The influences are the followings: the students’ learning of the kindergarten teachers’ spoken language, the teachers’ teaching and the students’ profession development in the future. Just because it will cause so many bad influences if we ignore the “internal skills” acquisition of the kindergarten teachers’ spoken language, we must attach great importance to it.Fourthly, the strategy of “internal skills” acquisition of the kindergarten teachers’ spoken language. This part is a part of solving the problem. In this part, we will present some strategies of “internal skills” acquisition of the kindergarten teachers’ spoken language. We will discuss how to use these concrete strategies when the teachers have the lessons of the kindergarten teachers’ spoken language in order to improve the students’ “internal skills” of the kindergarten teachers’ spoken language. In the accumulate strategy of “internal skills” acquisition of the kindergarten teachers’ spoken language, the accumulation of students’ Chinese and culture must be attached. In the psychological strategy of “internal skills” acquisition of the kindergarten teachers’ spoken language, we need pay more attention to the training of the students’ confident and steady psychology. In the rule strategy of “internal skills” acquisition of the kindergarten teachers’ spoken language, we formulate the significance of the students’ cultivation and training on the rules of how to be polite and logical. In the attraction strategy of “internal skills” acquisition of the kindergarten teachers’ spoken language, we relate the two-way mentality and the feedback mentality which are needed if a kindergarten teacher wants to improve her attraction of spoken language.We will analyze the following teaching links in the class: before teaching, in teaching and after teaching. We will begin with the concrete problems existed in “internal skills” acquisition of the kindergarten teachers’ spoken language. We will relate the students’ concrete conditions of knowledge,attitude, skills, emotions and values with the contents of the book the kindergarten teachers’ spoken language to analyze the problems. After we discuss the series of the problems of “internal skills” acquisition of the kindergarten teachers’ spoken language, we will put forward its strategies in this thesis.