A Comparative Study Of Pragmatics Between Novice Teachers And Skilled Teachers In Kindergarten Life Activities

Pragmatics is the use of language,and a good pragmatic atmosphere in kindergarten not only serves as a medium for teachers and children to transmit information and communicate,but also builds a bridge for teacher-child relations.The Guidelines for Kindergarten Education(Trial)clearly state:" To create an environment for young children to speak,have the opportunity to speak and have a positive response." Life activity is one of the activities with the longest time and most links in kindergarten day activities,which is natural and close to the context of children's life and deserves to be paid attention to and developed and applied to the greatest extent.This article follows the linguistic research thought,revolves around the novice teacher,the proficient teacher in the organization What has been said,what has been said,and why has been said in the course of life?The author selected 8 novice teachers and 8 proficient teachers in Xi'an S Park and J Park of Shan xi Province as the research object,took the language use of preschool teachers in organizing life activities as the research content,adopted the combination of qualitative and quantitative methods,and used the coding system of the INCA-A compiled by Harvard University in the United States as a research tool.Transcribe and encode the corpus of preschool teachers in life activities,and combine the content of random interviews to explore the characteristics of novice teachers and proficient teachers in organizing life activities pragmatics,find out the shortcomings and put forward relevant suggestions.Through the comparison of speech tendency,speech action and speech flexibility of novice teachers,proficient teachers in different age classes,different life links and the analysis of specific cases,this paper finds that novice teachers and proficient teachers have pragmatic similarities in organizing life activities:teachers as controllers ignore children's right to speak;teachers are not pragmatic enough,speech action function is single;use discussion and negotiation to listen to young children's ideas,but the effect is not good;the transition is time-consuming and does not grasp the educational opportunity reasonably.At the same time,there are the following differences:different ways to attract the attention of young children;different degrees of use of living resources;treatment The balance between the whole and the individual is different;the flexibility of the organization and implementation of life links is different;the verbal feedback on the behavior of young children is different;and the effective amount of information in teachers' pragmatics is different.Further summarized:in the speech tendency level preschool teachers in the organization of life activities mainly to discuss the system,proficient teachers than novice teachers pay more attention to the participation of young children in the discussion process;in the speech action level preschool teachers in the organization of life activities mainly command language,proficient teachers in the use of speech action types to establish a good teacher-child relationship;in the speech flexibility level preschool teachers in the organization of life activities are not strong language richness,flexibility.Final some feasible suggestions are put forward for the pragmatic deficiencies in organizing life activities of novice and proficient teachers.