Analysis Of The Speech Content Of Kindergarten Teachers In Mathematics Activities Based On Corpus Dat

In the mathematics concentrated education activities,in order to achieve the activity goals,preschool teachers often use their own words to guide children to think and explore by creating situations,explaining explanations,asking questions,etc.Speech is an important carrier for communication between teachers and children,in teaching activities,teachers’ words are an important carrier and tool to guide children to think and explore,achieve scientific teaching goals,and also an important part of teachers’ teaching behavior.The speech and behavior of teachers in mathematics teaching activities directly affect the effect of mathematics teaching,and play an irreplaceable role in the cultivation of children’s desire and ability to explore mathematics.However,in the mathematics teaching activities of front-line preschool teachers,there is no standard for teachers’ speech,and there are problems such as ambiguity and inconsistency in teaching language when young teachers organize teaching activities,which reduces the quality of mathematics teaching activities and affects children’s acquisition of mathematical core experience.To this end,this study adopts the method of case study,selects fifteen mathematical concentrated teaching activities of 9 front-line teachers for recording,makes the video into a classroom record,and then uses information technology to extract subtitles to form corpus data,and uses tools such as Ant Conc to establish a corpus database in the analysis process,describes the characteristics of teachers’ speech through the analysis of corpus database,explores the young children pointed to by teachers’ speech content,and the role of different speech strategies in educational support.The study shows that in a single strategy,teachers use the most common strategy of providing new information,and in the combination of strategies,teachers most often use repetition + confirmation understanding,repetition + simple affirmation;Among the speech content,the questioning language accounts for the largest proportion,followed by the teaching language,the feedback language,and finally the dimensional order language.In the feedback language,young teachers mostly use simple affirmation methods,and backbone teachers mostly use the combination of specific affirmations and indirect negatives;The frequency of the questioning strategy used by young teachers is more directed at the individual,and the frequency of the follow-up strategy of the backbone teacher is more directed at the whole.Teacher’s speech is highly restrictive when teachers use requirement strategies to point to individual children,and teachers’ speech is highly contextual when teachers use requirement strategies to point to all young children.The professionalism of teachers and the class atmosphere are factors that affect the quality of teachers’ speech in mathematical activities.Finally,combined with the above analysis,the researchers put forward targeted suggestions for improving the quality of teachers’ speech: improving their own teaching strength and updating teachers’ teaching concepts;Create task situations to stimulate children’s interest;Use a rich combination of speech strategies to promote cognitive development in young children;Actively respond to children’s active words and create a good class democratic atmosphere.