A Study On The Interactive Speech Features Of Middle Class Teachers And Children

Teacher-child verbal interaction is a form of teacher-child interaction,and verbal interaction is an important guarantee for the smooth progress of all activities in the kindergarten,and it is also an important content of the quality of preschool education.The object of this study is the middle age group of a public kindergarten in Shenyang City,Liaoning Province.There are 6 kindergarten teachers and 86 children.Through observation method and interview method,understand the verbal interaction behavior in life activities,game activities,and group teaching activities,and analyze the verbal interaction behavior of middle school teachers and children based on relevant theoretical foundations and data.Get the following results:On the subject of teacher-child verbal interaction,the dual-subject characteristics of teacher-child verbal interaction behavior are significant.Teachers are the main initiators of teacher-child verbal interaction behavior,and children give positive feedback.In the content of teacher-child verbal interaction,the teacher’s verbal interaction content mainly focuses on discipline and guidance activities;the content of child’s verbal interaction mainly focuses on requesting and expressing opinions;both teachers and children pay attention to "praise".In terms of the way of verbal interaction between teachers and children,there are three main ways of verbal interaction between teachers and children;the two ways of verbal interaction between teachers and children are the least.In the results of teacher-child verbal interaction,both teacher-child interaction results showed rejection;teacher-child interaction results received more than rejected.In terms of factors affecting teacher-child interaction,there are teacher factors,infant factors,and environmental factors.Based on the above analysis,educational suggestions are made from two aspects:The first is to promote the feasibility of linguistic interactions between active teachers and children.Improve educational concepts and deepen understanding of linguistic interactions.Raise awareness of interactions and use different methods of linguistic interaction.Improves evaluation ability and improves the quality of language interaction between teachers and children.The other is to avoid suggesting possible language interactions for the passive teacher’s child: always take children as the main body;actively respond to children’s requests;use more language and expressions;reduce the rejection of children.