A Comparative Study Of The Kindergarten Teachers And Expert Teachers Novice Language Education Activities

Language is the main carrier of interpersonal communication and an important content of children’s development. Pre-school education stage is the critical period of the early childhood language development. In this key period, children’s mental development is rapid, whose study interest and sensitivity of contacting things is high, and they can grasp them firmly. so at this stage, we should strengthen children’s language learning. Kindergarten is the main living environment for children. Language education and teaching activities is the main way to learn language for young children, so the implementation of teacher’s language education activities will directly affect the effect of the early childhood language education. Studies have shown that new teachers who have just enter kindergarten will be in larger career dilemma and have more confusion and shortage in their teaching which will directly affect the young children’s learning effects and the level of language development. So in-depth study in language education activities of the novice teachers and analysis after comparing with expert teachers will help improve the quality of language education and promote novice teacher’s professional development.This research mainly uses the CLASS method of classroom observation and videoing, and goes deep into the language education activities in kindergarten to observe and video, and make repeated observation analysis of the collected video samples. Grade and analyze the samples according to the CLASS rating system grading rules. Using the SPSS17.0software to make description statistical analysis of the eight observed and collected language education samples.And on the basis of the quantitative research, making case analysis and research on the CLASS specific dimensions.This research mainly observes, analyzes and compares the language teaching activities of novice teachers and expert teachers from the two dimensions of emotional support and education support, and puts forward related suggestions for existing problems of novice teachers in language education activities.Analysis results show that the positive atmosphere of expert teachers and feedback quality score are at a high level, and the other four indicators are in average level. Novice teachers’ positive atmosphere, focus on students’ view, cognitive development, language demonstration on four indicators are moderate and slightly high, and teachers’ sensitivity and feeding quality is slightly behind the average. Novice teachers and expert teachers existting bigger difference in positive atmosphere, sensitivity, quality feedback, cognitive on the development of the four indicators. Based on a detailed analysis of the collected materials, and based on the CLASS rating system, we find that novice teachers in language education activity have the following shortages:1, teacher-children interactive classroom atmosphere is not harmonious.2, they have low sensitivity, lack emotional response, and not timely pay attention to children’s needs.3, their feedback is more machinery, and the attention to promote children’s thinking is not enough, lack of encouragement and affirmation.4, pay attention to the imparting of knowledge, ignore the creativity. According to the defects of the novice teachers in language education activities, to improve the quality of novice teachers’ language education activities, we put forward the following suggestions:1, create a good classroom atmosphere.2, Pay attention to children’s academic needs, attach great importance to the emotional response.3,Encourage children analysis reasoning, attention to the cultivation of creative ability.4, Use a variety of feedback strategies, improve the quality of feedback. For novice teachers in language education activities in the specific circumstances, the kindergarten teacher training concludes the following revelations to the novice teachers:1, lack of teachers in classroom teaching activities of the relevant professional knowledge and practical knowledge system study.2, Respect the teachers’ subject status in the teachers’ training.3,Focus on classroom learn.4, Implementation multiplication training method.