Kindergarten collective teaching activities teaching guide language policy
|School||South China Normal University|
|Keywords||collective teaching activity instructional speech strategy|
The purpose of the research is to conclude the teaching instructional speech strategy, to construct a strategy bank which can be selected by teachers, and give the kindergartener some suggestion about how to optimize and combine the teaching instructional strategy and what ways can be used to improve the operation ability of the teaching instructional strategy.In order to achieve above purpose, three ways can be used: literature analysis, observation and inquiry. The purpose of using literature analysis is to confirm the study direction, and find the study revelation. The observation is to select six familiar kindergartens and twelve excellent activity demonstration CDs to observe by the way of "expedient sampling" belongs to purposive sampling in order to collect the teaching instructional speech for the research. The use of inquiry is carried out by three methods: collective interview, individual interview and intemet inquiry. The purpose of collective interview is to know the teachers’ view about the study on teaching instructional speech, and to know if the teaching instructional speech strategy listed really exists in the use of teachers’ teaching instructional speech. The purpose of individual interview is to know about the basis, procedure, principle and method of choosing the instructional speech strategy by the leading teachers. The purpose of internet inquiry is to try best to know the teachers’ view about the research, who are undertaking teaching assignment, to enhance the function of practical guidance of the research to them。The research shows that during the stage of introduction of the collective teaching activity of the kindergarten, the types of the teaching instructional speech strategy used by the kindergarteners are interrogative speech, direct speech, recollection speech, narrative speech, role speech and situational speech. During the main stage of the collective teaching activity of the kindergarten, the types of the teaching instructional speech strategy used by the kindergarteners are the concrete explanation, plain narrative explanation, perceptive question, recollection question, imaginative question, evaluative question, analyticity question and problem-solving question. During the end stage of the collective teaching activity of the kindergarten, the types of the teaching instructional speech strategy used by the kindergarteners are conclusive speech, linking speech and extensive speech.Some suggestion is given about optimization and combination of teaching instructional speech strategy. The basis is included to know about the readiness of the infant, fully considerate about the teaching aim and content, know the basic requirement of every teaching instructional speech strategy, considerate the possibility of itself. The research puts forward the general procedure and basic principle which optimization and combination can follow. The basic principle include the instructive principle, entirety principle of considerate factor, development principle of process and scaffolding function principle of purpose. Meantime, the research points out that the basic way of improving teachers’ operation ability of teaching instructional speech strategy is to strengthen teaching reflection, enhance the sensitivity to children’s response and form learning community.It is expected that the research can arise people to pay more attention on the teaching instructional speech strategy in collective teaching activity of the kindergarten, improve teacher’s teaching level, carry out the effective teaching, and further promote the progress of the whole education of the kindergarten.