Research On The Interaction Between Novice Teachers And Children’s Speech In Language Teaching Activities

Human psychological activities are inseparable from the direct or indirect participation of human speech.Speech activities are an important part of our lives,and the quality of the interaction between teachers and children has a great influence on the quality of teaching activities.Some studies have found that kindergarten novice teachers are more confused in the process of carrying out their work.Among them,there are many doubts in the teaching work,and these also hinder the learning and development of young children to some extent.Therefore,based on the Flanders’ Interaction Analysis System(FIAS),the author studies the verbal interaction between novice teachers and young children in language teaching activities,using a combination of quantitative research and qualitative research.Common problems in the process of interaction and suggestions for feasibility,in order to help the professional development of kindergarten novice teachers.The author uses the Flanders Interactive Analysis System(FIAS)to quantify the language teaching activities of novice teachers.The author analyzes the problems existing in the teaching activities of novice teachers.First,the atmosphere of teaching activities is relatively good.Academic novice teachers and public kindergarten novice teachers have a more harmonious atmosphere of interaction between teachers and children.Secondly,in terms of speech structure,teachers generally speak more than children’s speech.Undergraduate kindergarten novice teachers and public kindergarten novice teachers tend to use indirect speech to respond to children’s speech.Behavior,but undergraduate novice teachers and public kindergarten novice teachers have strong control over the classroom;third,in terms of question types,novice teachers frequently ask questions and tend to adopt open-ended questions.Undergraduate novice teachers have fewer open questions and high frequency of questions..Through Qualitative Research,the existing problems are further analyzed.Firstly,the interaction atmosphere between teachers and children is relatively good,but the behavior of “children’s confusion” is stopped by instructions.Secondly,the proportion of teachers’ and children’s speech is unbalanced.Third,the teacher responds to the single child’s form.Fourth,the teacher-you-child interaction model is single;fifth,the effective questioning awareness is weak.Through the analysis of the problem,the author gives suggestions for improving the interaction between teachers and teachers of young teachers,including: changing the concept of teacher education,constructing the "double subject" of children’s language teaching activities;improving the ability of combining preschool education with the theory and practice of normal students;enriching novices Teachers’ language and language teaching activities in the teacher-speaking language interactive skills;enhance teachers’ effective questioning awareness;language teaching interaction model diversification;implementation of "old and new" pairing activities;citizenship kindergartens to build a resource sharing platform.