Research On The Status Of Teaching Language For Rural Preschool Teachers

Teaching language is an important carrier for organizing teaching activities and it is the core of teaching activities.On the one hand,it is necessary to promote the thinking ability of young children and stimulate the emotional attitudes of young children;on the other hand,it is necessary to ensure the smooth progress of teaching activities and maintain the order of activities.The teaching language of preschool teachers plays an extremely important role in the activities.In this study,we took the teaching language of rural kindergarten teachers as the research object,try to find the current situation of rural kindergarten teachers' teaching language through literature research,observation,interview and case analysis.This research includes seven parts.The first part of the study is the introduction,which mainly describes the background,significance,concept definition,literature review and theoretical basis of the research.The second part is the research design,which mainly explains the research content,research objects,research methods and the transcription of data.The third part is about the teaching language of rural preschool teachers.According to the function and the use of rural preschool teachers teaching language.we have divided the teaching language into five categories: question language,feedback language,storytelling,indicator language and order language.They also be subdivided into sub-types,we describe the current situation of the teaching language of rural preschool teachers by describing the use of various types of teaching languages.The fourth part discusses the problems of the teaching language of rural preschool teachers.According to the zone of proximal development theory of Vigotsky and the theoretical analysis of Piaget's cognitive development stage,combined with the use of teaching language types,the problems of rural kindergarten teachers' teaching language are explored.The fifth part mainly analyzes the reason why the teacher's teaching language has problems.Based on the interview data and observation results,this part makes specific analysis from educational concept and language skills.The sixth part we put forward specific suggestions from the kindergarten and teachers on the problems and causes of rural kindergarten teachers teaching language.The seventh part is the conclusion,whichsummarizes,reflects and looks forward to this research.