Research On The Instructional Support Of Teacher’s Speech In Kindergarten’s Daily Life Activities

Speech,as an important medium for teachers to organize life activities and interact with children,has an important influence on children’s critical thinking and language development.In recent years,many kindergartens and teachers have focused on the courses and games,and lacked the attention of the quality of daily life activities.Previous studies have pointed out that the quality of teacher-child interaction in living activities is significantly lower than intensive teaching activities and game activities,especially embodies in instructional support.However,life activities are an important part of the kindergarten curriculum,which contains a wealth of educational opportunities and learning opportunities.Therefore,we should attach importance to the instructional support of teacher-child interaction in kindergarten life activities.Therefore,this research takes the teacher’s speech in the life activity as the breakthrough point,carries on the research to their instructional support level.This research mainly adopts observation methods,interview methods and other research methods.The verbal action level coding in Harvard’s INCA-A system and the CLASS classroom interactive assessment system education support field observation form are used as research tools,select each of two large,medium and small CLASS teachers,and recorded 3 activity videos and audios of 6 teachers in the 6 links of admission,dining,washing,nap,walking,and leaving the park as research samples.By coding and scoring the speech in 108 fragments of life activities,this paper analyzes the current situation of teachers’ use of speech types in life activities,as well as the existing problems in the three dimensions of cognitive development,feedback quality and language demonstration in the field of education support.Then combined with the interview,the author analyzes the reasons for the problems of teachers’ verbal education support in kindergarten living activities from subjective and objective perspectives,and puts forward some Suggestions to improve the level of teachers’ verbal education support in living activities.The research shows that teachers’ speech is mainly instruction,followed by statement,question,evaluation,marking,speech induction,commitment and revision.The results of the grading in the field of CLASS systematic education support show that the level of teacher’s instructional support in life activities is below the average,the cognitive development is the lowest,the language demonstration is the highest,and the feedback quality is in the middle.By analyzing the correlation between the frequency of use of each speech dimension and the score of teachers’ educational support,it is pointed out that the frequency of use of question,speech induction and statement is significantly correlated with the score of instructional support.Among them,the cognitive development score was correlated with the frequency of use of question,statement and speech induction.The feedback quality score is related to the usage frequency of statement,evaluation,question,mark and promise.The score of language demonstration is related to the frequency of speech induction,revision,question,statement and mark.Based on different class,different links and identity information teacher compares and analyses the relationship between words and instructional support this study thinks that the class features and teachers’ record of formal schooling for teachers’ words in life activities and instructional support relationship is small,the influence of different processes the activities of the situation,teachers teaching age,professional titles for teachers’ words in life activities and instructional support relationship has a certain influence.Based on the analysis of the data,it is found that the following problems exist in the instructional support of teachers’ speech in kindergarten life activities: more instructions,fewer problems,and insufficient attention to promoting children’s cognitive development;The assessment and statement are not specific,and the feedback quality for children is low;The speech is simple and simple,and the language demonstration for children is general.This paper analyzes the causes of the problems of teachers’ speech instructional support in life activities from subjective and objective aspects.Finally,some Suggestions are put forward to improve the level of speech and instructional support for teachers of life activities.