A Case Study Of Teacher 's Speech Features In Middle School Mathematics In Kindergarten

In the whole kindergarten teaching activities, the teacher’s speech activity is anorganizational tool for teaching activities, and it is one of the main carriers ofcompleting teaching objectives and interacting teachers with the children. So it hasimportant practical significance for researching teacher’s language in mathematicsactivities. This study mainly used literature research, case analysis method, andcombinating with the method of observation and interviews, to observe and record thecharacteristics of teaching speech in the preschool mathematics activities, and analyzeproblems.The results showed that:In mathematics teaching activities of the KindergartenIntermediate, teachers’ words each type of use frequency of high and low, from high tolow in turn, to provide information, asking questions, instructions, lead, praise,cross-examine, criticism, demonstration, and handling of accidents; In four types ofteachers’ words, the proportion of the words for speeching is the largest, followed bywords of asking questions, the third is the feedback words, and the minimum proportionis the words of dimensional sequence.Through the analysis of data and cases found that, In mathematics teaching activitiesof the Kindergarten Intermediate, teachers’ words has three obvious characteristics,namely that the words’ contents are strong transactional, the words are highcontrolling,the words always pursuit a kind of operator theory. Finally based on thecurrent situation of the teacher’s words. The study on the teaching activities of thekindergarten student mathematics teachers how to effectively use mathematics speechaspects put forward some suggestions for education:1. The dialogue in mathematicsteaching activities should be proceed within the atmosphere of free democratic equality;2. Enhancing the level of teachers’ words;3. The interesting words to stimulate children’s activity for learning mathematics.