A Comparative Study On The Speech Of Teachers In Half Day Activities In Kindergartens

Speech is an important medium of teacher child interaction in kindergarten activities.The quantity and quality of teacher's speech affect children's experience acquisition,emotional experience and interpersonal communication,and also affect children's language,thinking,learning quality and other aspects of development.This study uses a combination of quantitative and qualitative research methods,taking two kindergartens of different nature: the provincial government kindergartens J in the city and the private kindergartens H in the town,taking one large class teacher in each of the two kindergartens as a research object,we recorded a half day activity video of two teachers for five days each,transcribed and segmented the teacher's speech of different types of educational activities(teaching activities,game activities,life activities),and analyzed the four speech types of interpersonal functions in Halliday's Systemic Functional Linguistics: statement,command,question and offer,using Excel and SPSS23.0 as the statistical analysis tools,to discuss the speech status of the two teachers and the reasons for the speech differences between the two teachers.Based on quantitative analysis combined with actual observations and interview data,this study draws the following conclusions:1.There are differences between the two teachers' speech in teaching activities: in the total amount of speech,teacher H is significantly more than teacher J;in the use of statement,teacher H pays more attention to knowledge imparting than child feedback,and teacher J provides feedback to children with detailed statements of multiple information;in the type of command,teacher J uses more direct nonsuggestive commands than teacher H,and the frequency of direct suggestive command use is lower than that of teacher H;the frequency of questioning is higher than that of teacher J,but the quality of questioning is lower than that of teacher J.2.There are differences between the two teachers' speech in the game activities: in the total amount of speech,teacher H is significantly more than teacher J;in the use of statement,teacher J is significantly more frequently than teacher H,while in the use direction,teacher J uses statement for emotional communication,and teacher H is used for explaining the rules of activities;in the use of command,the frequency of teacher H is significantly higher than that of teacher J,and teacher H's command is mandatory,while teacher J's command plays a role of reminder,and is more based on social position and more euphemistic3.There are differences between the two teachers' speech in life activities: in the total amount of speech,teacher H is significantly more than teacher J;the frequency of direct suggestive command and social position based command was significantly higher in teacher H than in teacher J,and direct non nonsuggestive command was lower in teacher J,but the conventionality of teacher H is stronger than that of teacher J.4.The quantity,frequency and effectiveness of teacher's speech are influenced not only by subjective factors such as teacher's professional quality,teaching habits and personality characteristics,but also by objective factors such as kindergarten curriculum,overall level of teachers and resource facilities.In response to the above conclusions,the researchers put forward some suggestions to improve the effectiveness of teachers' speech :1.In the teaching activities:(1)enrich teaching organization,reduce teacher's speech control,and give children the opportunity to explore and communicate independently;(2)change teachers' teaching habits and improve teachers' speech quality.2.In the outdoor game activities:(1)using the activity site skillfully,increasing the quantity of effective activity materials,creating material conditions for children's diversified choices;(2)balance the children's autonomous games and the collective organization of teachers,and combine the children's emotional experience and physical movement development with teacher's speech;(3)reduce the excessive restriction of command language on children,and pay attention to the emotional communication between teachers and children in the game activities.3.In life activities:(1)reduce collective action,allow individual autonomy,and take care of individual differences of young children;(2)change teachers' ideas,appropriately relax constraints,and return children's right of speech.