A Study On The Language Use Of Teachers In Kindergarten Class Management

In recent years,with the promulgation of a series of laws and regulations,such as the Outline of the National Medium-and Long-term Education Reform and Development Plan and the Guidelines for Learning and Development for Children aged 3-6,The state and society have paid more and more attention to preschool education and put forward higher demands on the quality of teachers in all aspects.Language,as a tool for teachers to preach,teach,and solve puzzles,directly affects the effectiveness of class management.The Guide to learning and Development for Children aged 3-6 states that teachers must not only have the ability to organize teaching activities,but also have good language skills.However,in real life,teachers 'language varies greatly due to the influence of many factors such as teachers' ability,level,physiology,psychology,and the outside world.In this study,76 teachers were surveyed,and the current situation of teacher language was found to be as follows:One is that the language base of teachers is not solid;The second is that the teacher's own cognition and actions are not completely unified;Third,teachers lack motivation with the increase of teaching age;Fourth,there is a gap in language training.Studies have shown that there are several language problems in management of the class:1.Teaching language has not been standardized.2.Teaching language is arbitrary.3.Teaching language is not targeted.4.Teaching language lacks artistry.5.Teaching language lacks emotion.6.Teaching language is highly controlled.Based on the above findings,in order to improve teaching language,several strategies for optimizing teaching language are summarized as followed:(1)From the perspective of the teacher,first of all,they should strengthen their own language cultivation.Second,they should improve language skills.The third one is integrating with other languages.(2)From the view of relevant educational departments and kindergartens.First is to strengthen pre-job training and exercise the language of teachers.Second is to increase the proportion of teachers' language assessment and strengthen supervision.