Small class skill language for kindergarten teachers.

Kindergarten teachers and children are interactive parties. As an interactive teacher, the humanization of language should be manifested in three aspects:

1. Respect for children

Although children are young, they also have strong self-esteem. If a teacher is not careful when speaking, it may hurt the child's self-esteem and bring some negative effects to the child's mind more or less. Therefore, we should try our best to protect children's "face" when talking to children at ordinary times. It is normal for children in small classes to wet their pants occasionally, but some children are unwilling to tell the teacher because they are afraid that the teacher will say, "How can you wet your pants?" When this is said, other children in the class will laugh at themselves for wetting their pants, and they will have no "face" when they are laughed at by everyone, and they will 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 softly, "Never mind, let's quietly go to the lounge and put on clean pants. Don't worry, I will keep your secret, and the children won't find out. " I think this way, children will not have any worries. Not only that, they will also have a sense of intimacy and trust in their teachers.

2. Talk on an equal footing

In previous teaching, we often said things like "Please sit down" and "Please do this with me" and so on. 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 to support children's exploration. For example, when children are unwilling to help teachers collect toys, we can say, "Can you help me?" In this way, we can get the help of children and exercise them, instead of saying, "Hurry up and help the teacher collect toys!" " ; 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 paper scraps into the garbage basket, not on the ground, but if they just say, "Don't throw paper on the ground." It is difficult to achieve the desired effect.

3. Personalized language

Teachers' language selection and application must consider children's existing language acceptance ability and strive to "personalize language". For example, for children with different personalities, the use of language should be different: for children who are introverted, sensitive and have poor psychological endurance, teachers should speak to them in a kind tone and caring tone to eliminate their nervous psychology; Teachers should be patient with children who are slow to respond, and slow down the speaking speed appropriately; For children with a quick temper, the teacher's tone should be calm and speak at a moderate speed, so that children's impatience can be alleviated.

Second, the artistry of language

1. "Fun"

means that teachers' language should be vivid, vivid and interesting. Once at lunch, the children were very noisy, so I said, "Hey, when did so many little bees fly in our classroom? What a noise! 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 learning enthusiasm, and make them learn consciously and actively in a pleasant atmosphere. For example, when teaching stories, the language of teachers' storytelling should be exaggerated, vivid and interesting, such as: playing father duck in a rough and astringent voice; Play the wolf with a bold tone; Using gloomy and dreary strange sounds to express the old witch and so on, such living figures bring children into the fairy tale world, and then the communication and teaching will be smooth and full of vitality.

2. "Stimulation"

means that teachers' language should be stimulating. Encouraging and supporting children is an important prerequisite for children's learning and development. When children encounter problems that cannot be solved correctly and feel discouraged and hopeless, teachers 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, teachers can say, "If you try, it doesn't matter if you fail!" Words such as "Try it", "Think about it again, and you'll figure it out" and "It shouldn't be difficult for you" can inspire young children. These languages are undoubtedly a supportive force for children who are about to lose confidence, and can become the driving force for children to solve problems and strengthen their confidence in completing tasks.

3. "Poetic"

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 this way: "The shoes on the left are shoes for dad, the shoes on the right are shoes for mom, and dad and mom are good friends, and they will never quarrel." When teaching children to fold clothes, I told them: "find buttonholes for buttons, sleeves for sleeves, clothes bend over, and hats nod." These lively and catchy nursery rhymes make children 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.

4. "Simplification"

Children are young and have weak understanding ability, which determines that teachers should avoid complexity and seek simplicity 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, providing the body with needed nutrition, preventing various diseases and improving 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 we simply say, "carrots are very nutritious, and 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.