Language Skills of Preschool Teachers

Lead: With the deepening of teaching reform, the difficulty of education and teaching and the pressure of teachers are increasing. In this case, if teachers can't manage their emotions well, it will directly affect the bilateral activities of teaching and learning. For kindergarten teachers, teaching is more difficult, and attention should be paid to the creation of language skills.

Language skills of preschool teachers 1 1. Humanization of language

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 also 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. 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, "How can you wet your pants?" As soon as this is said, other children in the class will laugh at themselves for wetting their pants, and there is no "face" when they are laughed at by everyone, so they can only endure it. If we can think more about our children and take care of their feelings, we can kneel down and say kindly and gently, "Never mind, let's go to the lounge quietly and put on clean pants. Don't worry, I will keep your secret, and the children won't find out. " I think in this way, the children will not have any worries. Not only that, they will also have a sense of intimacy and trust in their teachers.

Equal conversation

In previous teaching, we often said things like "Please sit down" and "Please follow me". Here, the teacher appears as a conductor. Teachers, as supporters, collaborators and guides of children's learning activities, should regard children as equal partners, and should always guide children's activities in a tone of consultation and discussion and support children's exploration. For example, when children are unwilling to help teachers collect toys, we can say, "Can you help me?" Only in this way can we get the help of our children and exercise them, instead of saying, "Help the teacher collect the toys quickly!" " " ; When children are in the art corner, in order to prevent them from littering, we can gently remind them: "Do you need a garbage basket?" In this way, children will clearly realize that they should throw scraps of paper into the garbage basket instead of on the ground, but if they just say, "Don't throw scraps of paper on the ground. "It is difficult to achieve the expected results.

3. Personal 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: for children with introverted, sensitive and poor psychological endurance, teachers should speak to them in a kind and caring tone to eliminate their nervous psychology; Teachers should be patient with slow-witted children and slow down their speech appropriately; For impatient children, the teacher should have a calm tone and speak at a moderate speed, which can alleviate the child's impatience.

Second, the artistry of language.

1. "Fun"

It is to ask teachers' language to be vivid, vivid and interesting. Once at lunch, the children were very noisy, so I said, "Hey, when did so many bees fly in our classroom?" How noisy! Let's ask them out quickly and don't disturb our dinner. " The children all laughed, and then they quieted down and ate. This is 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. For example, when telling stories, the language of the teacher's story should be exaggerated, vivid and interesting, such as: playing father duck in a rough voice; Play the wolf in a bold tone; Using gloomy strange sounds to express old witches and the like, such living figures bring children into the fairy tale world, and then the communication and teaching will be smooth and full of vitality.

2. "Excitement"

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 hopeless, teachers should help them 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 have worked hard, and it doesn't matter if you fail!" Words like "Try it", "Think again and you'll understand" and "It shouldn't be difficult for you" can inspire young children. These languages are undoubtedly a supporting force for children who are about to lose confidence. They can be the driving force for children to solve problems and enhance their confidence in completing tasks.

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 and often wear their shoes backwards. When teaching children to wear shoes to distinguish their left and right feet, I told them: "The shoes on the left are for their father, and the shoes on the right are for their mother. Father and mother are good friends and will never quarrel." When teaching children to fold clothes, I told them: "Find buttonholes to make buttons, sleeves to make sleeves, clothes to bend over, hats to nod." These lively and catchy nursery rhymes enable children to learn the skills of wearing shoes and folding clothes easily and naturally in a poetic atmosphere, which not only improves their self-care ability and aesthetic ability, but also cultivates their sentiment.

The fourth step is "simplification"

Children are young and weak in understanding, which determines that teachers should avoid complexity and simplify when using language. Teachers should use sentences with short syntactic structure and small vocabulary when talking with children. 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 to provide the body with needed nutrition, prevent various diseases and improve immunity, so children should eat carrots." In this case, it is difficult for children to understand, and the effect will naturally be unsatisfactory. But if you simply say "carrots are very nutritious, eating them is good for children's health." I think children should have a new understanding of carrots. Therefore, teachers' language should be simple and straightforward.

As an important literary form, stories play an important role in language activities in kindergartens. One of the goals in the language field in the Guiding Outline of Kindergarten Education is "like listening to stories and reading books". It is a comprehensive educational practice for teachers to tell stories to children, which can also be said to be a teaching activity in the form of stories. The story not only contains rich knowledge in all aspects, but also has a relatively standardized language form, which is easy for children to accept. At the same time, stories, as a literary form, are full of childlike interest, and children are very interested in it. This is an important literary form to educate children, impart knowledge and develop language.

However, some teachers tell stories that children like to listen to, and the effect is obvious. Some teachers tell stories that children don't like to listen to, but the effect is little. Why? I think telling stories to children is actually a science. I think we can start from the following aspects in order to make our stories popular with children and get good results:

First, choose a story.

When telling stories to children, we should not only consider their psychological needs, but also consider the educational nature of the stories. We should choose stories that are healthy in thought, artistic, concrete, vivid and interesting, and conform to children's age characteristics and real life. For children, fairy tales and fairy tales are the most attractive, such as Selected Fairy Tales of Andersen, Grimm's Fairy Tales and Ye Shengtao's Fairy Tales, which are all good materials for telling stories.

There are two remarkable characteristics in early childhood. First, I like personification, imagining cats, dogs and even small bottles and stools as "people"; Second, there is no distinction between truth and falsehood, and there is still a lack of analysis of illusion and truth. These two characteristics often appear in fairy tales, such as a kitten talking to a puppy, a small stool walking with a small bottle, and so on. Children regard them as real people and stories and listen to them with relish. In addition, fairy tales are about children's words, with many spoken words, short sentence structure, small space, few roles, simple and clear theme, clear distinction between good and bad, easy for children to accept and willing to imitate. For older children, choose some suspense stories. Stories that immediately guess at the beginning and know the end after listening are generally not interested.

Second, analyze the story.

After choosing a good story, we should analyze it in order to accurately grasp the central idea of the story and determine the educational purpose. Find out the key paragraphs, words and sentences of the story. On the basis of analyzing the central idea and key points of the story, we should also ask some questions according to the content of the story to help children understand. For those stories with good content but profound plot and language, teachers need to make appropriate adaptations. Remove some minor plots and change difficult words into languages acceptable to children.

Before telling a story to a child, the teacher must read the story carefully, be familiar with and understand the content of the story, and analyze the beginning, development, climax and ending of the story in detail. Especially in order to catch the climax of the story. It is also necessary to analyze the personality characteristics of the characters (roles) and the feelings that the author poured into the protagonist of the story, and accurately understand the theme of the story through the analysis of the plot and role. Only by thoroughly and correctly understanding their feelings and the role of the story can they infect children with sincere and strong feelings and arouse their emotional voices when telling stories. In addition, when analyzing roles, we should also distinguish the subtle differences between roles, carefully consider the different personality characteristics of each role, and show different actions, expressions, psychological activities, language characteristics and so on.

Third, pay attention to artistry.

You should master the skills of telling stories to young children. If you tell them directly from the book, children will definitely lose interest. Therefore, when telling, we must pay attention to certain ways and methods and be artistic.

First, make a good start. When the teacher begins to tell a story, he should be affable and friendly, guess a riddle or ask a question or look at a picture before the lecture to arouse interest, and then naturally lead to the story. Only in this way can children be easily attracted, pay attention naturally and be more willing to listen.

Second, pay full attention to children. Don't read or recite stories, the language should be colloquial. Moreover, there must be a sense of object. When telling a story, always think of them, look at them and pay attention to their reactions. Imagine if the teacher keeps reading books while telling stories, regardless of the child's reaction and whether the child is listening or not, such stories will definitely not have good results.

Third, the story should be infectious. There should be ups and downs, ups and downs. According to the development of the story, the voice is high and low, the rhythm is fast and slow, and the key points should be highlighted. There must be movements and expressions. If you want to tell a story vividly, you should not only change your mood, but also learn to use eyes and gestures to achieve the unity of heart, words, eyes and hands.

Fourth, there must be participation. Storytelling activities can't be completed by a teacher alone. If only the teacher is talking, it is not a meaningful activity, and children will feel boring. In the process of telling, teachers must let children participate, or listen, or watch, or say, or think, so as to achieve the purpose of the activity.

Fourth, the fusion game.

Games are children's favorite activities, but also the most basic activities, and storytelling activities are no exception. Combined with appropriate games, children's enthusiasm for activities will be higher. If the game is properly arranged, it will also play a role in promoting story understanding and stimulating children's desire to speak. For example, before telling the story of "giving chairs", children can be organized to play the game of "grabbing chairs", so that children who "grab" chairs can talk about their feelings and feelings with children who don't, and pave the way for the next story. Before telling the story of "The Tortoise and Rabbit Race", music The Imitation Game can be arranged to encourage children to imitate and combine the actions of the Tortoise and Rabbit Race freely, thus stimulating children's interest. After telling the story, you can organize children to run a race, so that children can feel the feeling and significance of "persistence". In such games, children's interest in story activities is not only improved, but also a more relaxed and natural environment is provided for children's language learning and application.

Fifth, be good at inspiring and inducing.

Telling stories to children is not perfunctory, but to enhance their wisdom and cultivate their good personality. Therefore, when telling stories, we should pay attention to inspiring children in many ways. For example, ask some questions in front, behind or in important places, such as "Who is right and who is wrong?" "Who do you like and who don't like?" And ask "What will happen in the future?" and "What will be the result?" after the children answer, so that children can listen, think and conceive, which can deepen their understanding of the story and inspire them to think. In short, if you want to tell every story vividly, attract children and play a good educational role for children, you need to learn more and practice more, and master the artistic treatment methods of stories skillfully. At the same time, this is also a basic skill and accomplishment that preschool teachers must have, which needs to be constantly summarized and accumulated in their daily work to be improved.

The third part of preschool teachers' language skills reminds me of a small topic I did this time, entitled "Exploration on Improving Teachers' Storytelling Skills". This topic is really a problem I found in the process of Chinese teaching, which triggered thinking and exploration.

No matter in the integration activities or in the theme activities, some language stories selected in the teaching materials are not too mature as far as the teaching materials are concerned. Therefore, no matter from the vividness of the story or the beauty of the story, I think it is lacking, which directly affects the performance of the teacher's storytelling. It's vulgar, but the story is not good.

In view of this phenomenon, I consciously began to learn in my usual teaching activities, trying to tell the story more vividly and attract children.

I mainly strive to improve the audibility of the story from three aspects:

The first step is to revise the story. On the basis of not changing the original plot of the story, expand the details of the story, beautify the language of the story, add the language that children love to hear and understand, and show the story more vividly. In particular, starting from the characteristics of children, some methods such as repetition and onomatopoeia are used to cater to children's appetite and make the story more childlike.

The second step is for teachers to learn excellent storytelling skills and good methods from others. For example, teachers listen to excellent stories on tape recorders, watch more discs and discover storytelling skills. I mainly studied "Sister Juping Tells Stories" and "Grandpa Sun Jingxiu Tells Stories". In these excellent programs, I found many good skills to tell good stories. For example, when telling stories, the language should be cordial and diverse, and various onomatopoeia words can be used when expressing actions, which can improve the realization degree of characters' actions; For example, some questions can be set in the middle of telling stories, and small customs can be sold to attract audiences.

The third step is to study the stories you want to tell, and set up various telling skills in each story.

When we find so many good skills, we should apply them to our own practice. At the beginning, I will imitate some of their good methods, and gradually I will find some rules myself, so I can naturally use different methods in different stories. The storytelling skills I often use are listed as follows:

First, memorize the simulated words of various animal sounds, and you can use them casually when talking about this animal.

For example, the duckling's cry "quack", when talking about the duckling's dialogue, say "quack" first, so that the children who listen to the story have the feeling of being there, and the image of the duckling will come alive. It is very important to remember and imitate the voice of the character as truly and childlike as possible to tell a good story.

Second, start the dialogue between the characters in the story.

Sometimes, in written stories, they only write one or two main dialogues, but if we just copy the dialogues in the book one by one when telling stories, it will be a bit boring to tell stories. Then when telling a story, imagine, expand the original one or two conversations and compare the characters, so that the performance of the story will be more real. Of course, the principle is not to tamper with the original intention of the story.

Third, repeat when appropriate.

Children's attention is mainly unintentional, and they can't concentrate on the teacher for a long time. So, when they stop the story, they are distracted while listening. Besides, they can't think as fast as adults. Often we tell stories at our speed, but they can't understand the whole story. So we need to repeat some important and wonderful parts when telling stories. Children like this repetition and won't get tired of it. On the contrary, they naturally remember this part in the process of repeated listening. This is the advantage of repeating.

Fourth, ask questions at the right time and sell them off (that is, stop reasonably).

Because children's concentration time is relatively short, in the process of listening to stories for a long time, their thoughts begin to drift, which will affect children's understanding of stories. So, when we tell a long story, don't finish it all at once. In due course, we should set some questions or sell it.

Deliberately improving children's appetite is actually to arouse children's interest again and let them concentrate on listening to the teacher's story again; In addition, there should be special language at the beginning and end of the story to remind children of the beginning or end of the story and guide their emotions to have a complete initial process from the beginning to the end.

5. When appropriate, let children interact with the characters in the story.

Because children in early childhood can't distinguish between imagination and reality, we can let children directly integrate into the plot of the story according to their thinking characteristics, such as letting children help the weak characters in the story escape and find what they want, such as encouraging rabbits and timid lambs. These are things that children are very willing to participate in, and they will be very involved in doing these things. For example, sometimes children will hear wolves. Rabbit, run! "At this time, the children have been happy with the joy of the characters in the story, angry and angry, sad and sad, anxious and anxious, and their emotions have been completely integrated into the plot and feelings of the story. Sometimes, the teacher will tell an action of the role and repeat it over and over again. The teacher's tone is suggestive, and the children can't help saying verbs after the teacher, as if they were feeling the action with their roles. For example, in the story "A Dog that keeps spinning" by the big class, the children will say "Turn, turn, turn ...".

These ideas are what I have learned in practice, and they are also good experiences that I can effectively use in practice. I think this kind of thinking is going on every day in our daily work.

Language ability of kindergarten teachers 4 Nowadays, kindergarten teachers tell stories to their children in the form of playing animated audio, so many kindergarten teachers can't tell stories, let alone tell bad stories. Storytelling belongs to the field of language. In the interview of teacher qualification certificate, the five skills of kindergarten: playing, singing, drawing, speaking and dancing are particularly important. Among these five skills, most candidates think that telling stories is the easiest. However, how to tell the story well, make your voice infectious and cultivate your listening mood is a big problem. This article will explain some storytelling skills for you, hoping to help you in the teacher qualification interview.

There are two skills to tell a story well and vividly:

First, the story processing:

1, Language processing: Language processing is not to subvert the original language of the story, but to beautify the language of the story appropriately, use a language that children can understand and listen to with relish, and add some onomatopoeia, adjectives and mood auxiliary words appropriately to render the emotional atmosphere. For example, "Raindrop looking for a friend", "I don't have a friend, (blare ...) I don't have a friend," Raindrop cried (sadly), (tone, emotional turn) huh? Who gently pulled her? "Xiaoyu, let me play with you." Oh, by the way, what about Xiaoye?

2. Plot handling: personification, metaphor and exaggeration can be used to stimulate children's imagination, or the plot can be properly handled, and some descriptive language can be added to the original sentence or two to expand. For example, the naughty little monkey is raining heavily, and only the little monkey is caught in the rain here, because it has no house and no home of its own. It jumped around and couldn't find a place to hide from the rain. The little monkey was very uncomfortable in the rain.

Second, the display of skills:

1, create an image with sound:

(1) Vivid expression: Vivid expression will make it easier for children to grasp the emotions and feelings of the story characters and understand the content of the story. For example, "Here comes a bang". Just then, there was a bang, and the rabbit cried out in fear: "Oh, dear! What is this? Hey, it's white, yellow and yellow, and it's round, knock, knock, knock, knock. Help! Help! It must be the big devil! Oh, this demon is coming to get me! " ……

(2) Pitch fluctuation: When the voice is high, it appears loud and clear, giving people a bright, cheerful and upward feeling emotionally. When the voice is low, it looks dark and dull, which will bring people emotional depression and deep feelings. For example, in The Pony Crossing the River, the pony looked around and saw an old cow grazing by the river. The pony ran over and asked, "Uncle Niu, please tell me, can I cross the river?" The old cow said, "The water is very shallow. I just don't have calves, so I can wade across. " The pony listened to the old cow and immediately ran to the river to prepare for the past. Suddenly, a squirrel jumped down from the tree, stopped him and shouted, "pony!" " Don't cross the river, don't cross the river, you will drown! The pony was surprised and asked, "Is the water deep?" "Squirrel said seriously," deep! Yesterday, one of my partners fell into the river and drowned! "

(3) Expressing people by voice and intonation: changing timbre, different voices represent different people. For example, in an article, what the mother said should be expressed in a crisp and high-pitched voice, what the father said should be expressed in a low and rough voice, and what the child said should be expressed in a gentle voice.

(4) Stress is prominent: ① Logical stress: In reading works, those stresses that are not restricted by grammar, but the potential meaning of sentences must be emphasized, are logical stresses. That is, the focus of subject, predicate and object. Have you eaten? I ate (emphasizing the action of eating). What did you eat? I ate rice. (Emphasize rice) ② Emotional stress: In addition to expressing ideological meaning, it also emphasizes that some words in the sentence express some emotional needs and form emotional stress. For example, in "The Apple Tree in Front of the Door", I found that the big tree was full of rubbish and smelled bad all day. Really uncomfortable, I quickly began to take out the garbage for the apple tree.

2. Grasp the plot rhythmically: feel the story better with speed. For example, the tortoise and rabbit race, the tortoise climbs slowly, climbs slowly, and finally climbs halfway up the mountain.

3. With the help of gesture language:

(1) Function: Enhance the appeal of the story. For example, in Three Little Pigs, the little pig finally changed his house and clapped his hands for joy. For example, in Smith, the big tiger was very angry and went to the fox's house.

(2) Content: facial expressions, gestures, body postures, etc.