Teacher Language Research In Kindergarten Collective Teaching Activities

Collective teaching activities are an important component of kindergarten one-day activities,and their quality is related to the overall quality of kindergarten education.Teachers’ language literacy is the external manifestation of their professional abilities,which runs through children’s daily lives,especially in collective teaching activities.Language is an important tool for teachers to convey information and is of great significance to children’s learning.The purpose of this study is to analyze the characteristics of high-quality teacher language use through research on teacher language in high-quality collective teaching activities,attract more preschool teachers to attach importance to teacher language in collective teaching activities,and promote the overall improvement of preschool education quality.This study is based on 24 high-quality collective teaching activities in the "Teaching Video Network".Using the Flanders Speech Interaction System,using frequency statistics,matrix analysis,variable analysis,and other methods,combined with video analysis,it conducts statistical and descriptive analysis of teacher language.The study found that in high-quality kindergarten collective teaching activities,the overall proportion of teacher language is the highest,and its importance is self-evident.The activity language is stable,the emotional atmosphere is positive and harmonious,and the question and answer mode is flexible.In the analysis of various dimensions of teacher language,it is found that teacher explanations occupy the main position,followed by questions;In teaching styles,teachers are more inclined to direct intervention,with the vast majority adopting a positive reinforcement approach;In terms of teacher questioning rates,both teacher questioning and real-time questioning rates are higher;In terms of teacher response rates,the ratio of teacher language to real-time language is very high.Through in-depth interviews with key teachers,the study summarized strategies for improving teacher language use in collective teaching activities: strategies for stimulating interest,strategies for leaving blank spaces,strategies for diverse questioning,and strategies for positive reactions.Based on the results of the study,the following suggestions are proposed: 1.Strengthen language learning,improve self requirements,and carefully design teaching language;2.Always observe,pay attention to the learning state of young children,and choose appropriate teaching language;3.Appropriate use of blank language to promote children’s autonomous learning;4.Be good at using questioning language to guide young children to actively think;Actively use interactive language to support children’s deep learning.