A Study On The Language Response Of Teachers In A One-Day Activity

In recent years,brain science research has revealed the importance of early education from 0 to 3 years old.As an important factor affecting the quality of education,teachers’ language response has been widely concerned by researchers and educators.On the basis of extensive access to relevant information,the author determined the research topic.Four nursery teachers of A kindergarten in Anshan City were selected as the research objects,and the language response of nursery teachers in A kindergarten in Anshan City was studied by using the methods of observation,interview and literature.On the basis of referring to the research results of relevant scholars,the author made a record of Teachers’ Language Response Observation in One-day Activities.In order to understand the actual situation of the language response of the nursery teachers in A kindergarten,on-site observation was made on the language response of the nursery teachers in A kindergarten in A one-day activity.The study found that the problems of teachers’ verbal response in the day-care activities mainly include:the quality of response strategies is not high,the orientation of response is biased,the way of response is single and mainly verbal,the use of neutral response and different types of activities have different verbal response problems.According to the author’s analysis,there are five reasons for the problems:low teacher-child ratio,differences in children’s character,teachers’ unscientific concept of education,teachers’ emotional state and teachers’ failure to develop the habit of reflection.To solve these problems,this study puts forward corresponding suggestions:teachers should strengthen the observation of children,respond to each child fairly,improve the frequency of body language use,strengthen the positive emotional response,teachers should take different response measures for different types of activities and improve the reflective ability of activities.