From what aspects can the language charm of preschool teachers be improved?

Language is an important tool for teachers to preach, teach, dispel doubts, communicate with students and connect feelings. In the relatively special environment of kindergarten, the language of kindergarten teachers has certain particularity, which is very important for the growth of children.

And it plays a very important role in its development. The language charm of preschool teachers lies in that it is a bridge to communicate with children and the key for children to enter the sea of knowledge. In the process of activities, it can be profound or simple.

Turn abstract into concrete, turn plain into magic, thus stimulating children's interest in learning, arousing children's attention and curiosity, improving children's aesthetic ability and cultivating children's sentiment. What kind of language charm should preschool teachers have?

Where is the force? I have made some explorations and attempts in the practice of education and teaching, and I hope to discuss with you: 1. The language of preschool teachers should be exemplary.

Children aged 3-6 are in a sensitive period of language. Most of their language comes from natural observation and imitation, and there is no external pressure, so they lack the ability of language recognition. if there is no

Good language demonstration, children's language will not develop correctly. In kindergarten, the teacher is undoubtedly the object of children's imitation and an example of learning. The teacher's words and deeds, one cavity and one type, and even some kind of mantra are very

Sensitive, everyone is willing to imitate. Therefore, teachers' language has a strong exemplary role, which determines that teachers should do the following when using language:

1, strive for standardization and overcome dialectalization.

Teachers' language is a model of children's language. Only by using standardized language can teachers have a positive demonstration effect on children. Therefore, teachers must use standard Mandarin.

Phonetics, vocabulary and grammar should meet the requirements of national Putonghua. Make the pronunciation clear and accurate, without mispronunciation or dialect. Some teachers read "drinking milk" as "drinking water" regardless of "N" and "L"

Come "; Some teachers pronounce "eat" as "rice" regardless of their tongues; Some teachers refer to "children" as "children" (Sichuan dialect); "Do you want an apple?" Say "One Gu" (South

Beijing dialect) and so on. Because our teachers come from different places, the inertia of language makes their language dialect, so the above situation is inevitable. This requires teachers to correct their pronunciation consciously and attentively.

Learn Mandarin, overcome the interference of dialects and dialects, strengthen basic language training, and try to use Mandarin fluently and accurately.

2. Strive for logic and overcome randomness.

When using a language, teachers must make its content conform to the objective laws of things, use concepts accurately according to the logic of thinking, and avoid inconsistencies in the use of words. For example, some teachers like to praise children.

Say: "The best performers today are XXX, XXX, XXX……" In fact, the word "Zui" expresses a unique meaning, but the teacher casually said a lot after the word "Zui". This seemingly tiny defect

Tao's small mistakes will also have an impact on children over time. Therefore, we should be cautious in using language, strive for logic and avoid making mistakes at will.

3. Strive for purity and overcome vulgarization.

Language is not an isolated phenomenon, it is closely related to ideological, moral and cultural qualities. A noble teacher, his language should be pure, civilized and healthy, and should be able to promote children.

Children's intellectual development can stimulate children's interest in learning and cultivate children's healthy and upward emotions. On the contrary, vulgar language can only bring negative effects to children. Once, Zi Qing was always naughty in class, and I was very angry.

Shout to him: "You are a disaster!" At that time, several children also shouted at him: "Difficult!" The next day, as soon as Qing Zi entered the classroom, the children in the classroom shouted "All difficulties!" "Qing Zi injustice to see.

Son, there are tears in your eyes. Seeing such a scene, I realized that my careless angry words had done harm to your son. After comforting your daughter and educating other children, things calmed down. but

What left me was a deep sense of guilt. As a teacher, we should avoid using uncivilized and vulgar language such as "roll", "pig brain" and "stupid". Try to use mellow language to touch children and make them pure.

A clean, civilized and healthy spiritual world. In a word, preschool teachers should improve the standardization, logic and purity of language, which is the premise of exerting the charm of language.

Second, the language of kindergarten teachers should reflect human nature.

With the development and progress of society, scientists and designers have endowed houses, cars, furniture and other things closely related to human life with humanized design. As a tool for communication between people, the use of language should reflect the characteristics of humanization. Preschool teachers and children are interactive parties. As an interactive teacher, the humanization of his language should be manifested in three aspects:

1, respect children

Although children are small, they all have strong self-esteem. If the teacher is not careful, it may hurt the child's self-esteem and bring some negative effects to the child's mind more or less. place

Therefore, you should try to protect your child's "face" when talking to your child. It is normal for children in small classes to wet their pants occasionally, but some children are reluctant to tell the teacher because they are afraid that the teacher will say, "Why did you wet your pants?"

Son? "Having said that, other children in the class will laugh at themselves for wetting their pants, and they will be laughed at by everyone for having no" face "and have to endure it. If you can think more about your children and take care of their feelings, you don't need to bring them.

There was a reproachful question, but he squatted down and said kindly and gently, "Never mind, let's go to the office quietly and put on clean pants." Don't worry, I'll keep your secret. The children won't find out. "I think so.

The child won't have any worries. Not only that, they will also have a sense of intimacy and trust in their teachers.

Step 2 talk on an equal footing

In previous teaching, we often said things like "Please do it well" and "Please follow me". Here, the teacher appears as a conductor. Promulgated by the Ministry of Education.

The Guiding Outline of Kindergarten Education (Trial) repositions the role of teachers and advocates that "teachers should be supporters, collaborators and guides of children's learning activities." That is to say, children are required to be treated as equal partners.

Always guide children's activities and support their exploration with discussion and discussion. For example, when children are unwilling to help teachers collect toys, we can say, "Can you help me?" In order to get the children's

Help and exercise young children instead of saying, "Help the teacher collect toys quickly!" " " ; When children are in the art corner, in order to prevent them from littering, we can gently remind them: "You need one. "

Garbage basket? In this way, children will clearly realize that they should throw confetti into the garbage basket instead of throwing it on the ground, but if they just say, "Don't throw confetti on the ground." I find it difficult to achieve the expected results. So,

We should always say, "Hello", "Please", "Never mind" and "Can we come together?" "What do you say?" "Try it first, and call me if you need help." "You can.

Can you help me? But we can't get used to using mandatory language such as "do this", "don't do that", "don't" and "can't", otherwise it will hinder children's initiative and creative development.

3. Because people use language.

The choice and application of teachers' language must consider children's existing language acceptance ability and strive to "use language according to people" For example, for children with different personalities, the use of language should be different: more introverted and more

For sensitive children with poor psychological endurance, teachers should talk to them in a friendly and caring tone to eliminate their nervous psychology; Teachers should be patient with slow-witted children.

Slow down appropriately; For impatient children, the teacher should have a calm tone and speak at a moderate speed, which can alleviate the child's impatience. For another example, children in small classes who have just entered the park should use more childish and anthropomorphic language.

Words give some inanimate things life to attract children's attention; For children who are a little older in middle and large classes, we should pay attention to the firmness and kindness of the language, so that children can feel that the teacher's words are thoughtful and not casual.

What I said is worth listening to. In short, teachers should adopt different language expressions for different children and teach them in accordance with their aptitude, so that each child can develop on the basis of the original level.

Third, the language of preschool teachers should be artistic.

Kindergarten teachers are facing a special group, and the age and thinking characteristics of children determine the four modernizations of kindergarten teachers' language.

1, "Fun"

It is to ask teachers' language to be vivid, vivid and interesting. We should not be too naive to use "DuDu" to describe cars, nor should we be too mature to use "rooster" to describe the morning scenery.

Dawn. "Teachers' interesting language should be close to children's psychology, which can make the language more dynamic and more effective than vague preaching. Once at lunch, the children were noisy, so I said, "Hey, what's in our classroom?"

When did so many little bees fly in, buzzing and noisy! Let's ask them out quickly and don't disturb our dinner. "The children all laughed. After laughing, they calmed down and began to eat. This is wealth.

The charm of interesting language. In addition, vivid language can stimulate children's interest, fully mobilize their potential enthusiasm for learning, and make them learn consciously and actively in a pleasant atmosphere. Such as story teaching.

In school, the language of the teacher's story-telling should be exaggerated, vivid and interesting, such as playing father duck in a rough voice; Play the wolf in a bold tone; Show the old witch, etc with gloomy and dreary strange sounds. , this

One by one vivid figure brings children into the fairy tale world, and then the exchange teaching will be smooth and full of vitality. On the contrary, empty, boring and boring language will make children sleepy.

Not interested. Therefore, we should be good at starting from the reality of children's activities, grasp the characteristics of children, and effectively stimulate the interest of children's activities in a vivid, vivid, emotional, infectious and close-to-life way.

Fun.

2. "Stimulation"

That is, teachers' language should be enlightening. Encouraging and supporting children is an important prerequisite for their learning and development. When children encounter problems that cannot be solved correctly and feel discouraged and desperate, teachers will

We should help children and guide them to explore with positive language. For example, when carrying out scientific and technological activities, there are often children who are afraid to operate by themselves and always want to rely on teachers. At this time, the teacher can say, "You tried and failed.

It doesn't matter! "Try it" and "Think about it again." "This matter should not be difficult for you." And so on, to motivate young children, these languages for young children who are about to lose confidence,

Undoubtedly, it is a supporting force, which can be the driving force for children to solve problems and strengthen their confidence in completing tasks. When children have their own findings and opinions, teachers should encourage them in time, and don't be stingy with "well, that's great."

"You are really nice." "Your idea is very special!" And so on such language, because these languages can give children great encouragement and stimulate their desire for further performance.

3. "Poetry"

Poetic, rhythmic and lively language can make teaching superb and play the role of finishing touch. For example, children in small classes have poor self-care ability, often wear their shoes backwards, and are teaching young children.

When children wear shoes to distinguish between their left and right feet, I don't use boring preaching, but tell them: "The shoes on the left are shoes, Dad, and the shoes on the right are shoes. Mom and Dad are good friends and will never quarrel." Teach children to fold clothes.

At that time, I said to my child, "Look for buttonholes and buttons, look for sleeves, bend over, and nod your hat." These lively and catchy nursery rhymes make children learn to wear shoes easily and naturally in a poetic atmosphere.

Folding clothes and other skills not only improve self-care ability and aesthetic ability, but also cultivate children's sentiment. In painting teaching, teachers can compile the painting content into vivid, short and easy-to-understand nursery rhymes according to the steps and requirements.

Draw and say. For example, to teach children to draw fish, we can say at the same time: "A small fish swims in the water, wagging its tail, nodding its head and going up and down for a while. It's really free." In this way, the fish body and fish are gradually drawn.

Tail, fish head, upper fin, lower fin, fish bubble, this poetic language not only aroused children's interest in painting, helped children successfully complete painting activities, but also developed their language ability. This is one thing.

Get twice the result with half the effort.

Step 4 simplify

Children are young and weak in understanding, which determines that teachers should avoid complexity and simplify when using language. Teachers should use short syntactic structure and small vocabulary when talking with children.

The statement. For example, when children don't want to eat carrots, if we say, "carrots contain a lot of carotene, which can be converted into vitamin A, providing the body with needed nutrition, preventing various diseases and improving immunity."

The power of fashion, so all children should eat carrots. "In this case, it is difficult for children to understand, and the natural effect will be unsatisfactory. But if we simply say "carrots are very nutritious, eating them is good for children's health." "

Location. "I think children should have a new understanding of carrots. Therefore, the teacher's language should be simple and clear, and don't use long sentences, complex sentences, complex sentences or function words that children find difficult to understand.

Four, the use of various forms of language

There are many forms of language, besides spoken language, there are written language, modal language and other silent languages. Preschool teachers should be good at using these languages creatively and integrating them to better serve education and teaching.

1, written language

Some teachers may say that written language is not suitable for kindergartens, but for primary and secondary school students with more literacy. In fact, written language also plays an important role in kindergarten teaching.

Use. For example, two groups of children have a children's song recitation competition, and drawing a five-pointed star on the blackboard for the children in the winning group is far better than verbal praise; When teaching new songs, children can't remember the lyrics. If you put every song

When words are sung and vividly displayed on the blackboard with a picture, children can quickly remember lyrics and so on according to the picture, which is the charm of non-written language widely used in kindergartens.

2. Body language

People's happiness, anger, sadness, joy and other emotions and emotions can be expressed through facial and physical expressions, which is called body language. The body language of preschool teachers has a strong appeal to children.

Function, can make education and teaching get twice the result with half the effort. For example, the teacher's smile can shorten the distance from the child and let the child naturally form a sense of closeness to the teacher; The teacher's gestures or eyes can

Let children understand when they make mistakes and consciously correct them; Teachers' use of body movements in teaching can not only increase the interest of teaching, but also make abstract content more intuitive, thus making it easier for children to understand. Anyway, just

The local use of body language can make education and teaching icing on the cake.

Language is an art with infinite charm. As a kindergarten teacher, we should master the standardized language and be humanized and artistic. At the same time, we should try our best to expand our knowledge and learn from the world.

The essence of a language, grasp the law and development of early childhood education, constantly collect professional information, learn from others, improve your knowledge and professional quality, give full play to the charm of language, and be an innocent and innocent child.

Children grow up healthily and happily in our language.