A Study On Teachers’ Supporting Spkeaking For The Senior Class In The Kindergarden During A Sharing Part Of An Autonomously Participating Outdoor Activity

In the early school age,teachers are important people to accompany the growth and development of children.In the day and night,what teachers say and do can have a subtle and far-reaching impact on the subsequent development of children.Among them,teachers’ verbal support,as an invisible power,can help children establish a frame of thinking,promote children’s self-dialogue and thinking,so as to promote children’s subsequent development.It is a targeted,procedural and sustainable teaching behavior.The sharing part of the game sets up a platform for the emotional communication between teachers and children.Teachers use verbal language as the main support to stimulate children’s desire to express and share,and organize them to discuss and think about new findings and problems in the game.In this process,children can not only have a pleasant emotional experience,but also have a pleasant emotional experience.Their sociality,thinking ability and language expression ability can be improved.Moreover,games are the nature of children.Through the author’s actual observation in the kindergarten,it is found that children are more emotionally involved in outdoor autonomous games and can show more initiative,creativity and sociality.Compared with other game activities,children in outdoor autonomous games share stronger desire to express and richer content to share.Therefore,this study focuses on the speech support of kindergarten teachers,takes the outdoor autonomous game sharing process as the main research scene,uses the observation method as the main research method,adopts the Flanders interactive analysis system,selects 4 large classes in X Kindergarten in Liuzhou city as the research objects,and selects 40 outdoor autonomous game sharing process as the research samples.Through coding and matrix analysis from the four aspects of speech structure,emotional atmosphere,interactive tendency and question and answer mode,combined with the interview content and teaching cases,this paper analyzes the problems and causes of teachers’ speech support in the outdoor autonomous game sharing process of kindergarten and senior class,and discusses the countermeasures to improve the quality and level of teachers’ speech support in the game sharing process.Through quantitative data and qualitative analysis,it is concluded that there are the following problems in teachers’ speech support in game sharing: teachers’ speech takes a large proportion and children lack the initiative to speak;Teachers’ speech feedback is simple,and targeted praise is less;Teachers lack flexibility in language,children’s interest in sharing is not strong;Teachers’ questions are too stylized to stimulate children’s deep thinking.The reasons for the above problems are mainly reflected in the teachers’ own educational quality and the reality of the kindergarten.Finally,based on the above content,combined with the domestic and foreign research on "teacher speech support" and the actual teaching situation of kindergartens,it is concluded that teachers should make changes in the following four aspects: first,respect and understand children,realize the concept of "children first";Second,attach importance to emotional interaction to form a pleasant teacher-child dialogue atmosphere;Third,to promote the situation,enhance personalized speech support skills;Fourth,adhere to active learning and increase the educational wisdom of verbal support.In addition,kindergartens should also make efforts to improve the quality and level of teachers’ verbal support from the following three aspects.First,to form a consensus of ideas and create a teaching and research atmosphere that attaches importance to the value of teachers’ verbal support;Second,pay attention to sustainable development,advocate teachers to actively promote the comprehensive development of verbal support ability;Thirdly,we should attach importance to post-service training and create a diversified learning platform that meets the development needs of different teachers.