The importance of language norms for preschool teachers

The role of teachers' language behavior norms is determined by the impact of teachers' language behaviors on students. The use of standardized language by teachers plays an important role in the formation and development of students' intelligence, the cultivation of language habits, the cultivation of thinking methods, and the mastery of knowledge base, and has a significant impact. Students have the ability to teach and imitate, which requires us to pay more attention to the standardization of classroom teaching language.

In the primary school mathematics classroom, I think the following things should be paid attention to in the teaching language:

First, normativeness. The standard of the teacher's language is to set an example for the students, and if you understand a concept and a place, the students will learn according to the understanding.

Second, accuracy. Be precise and clear in your language. Linguistic accuracy is important for the teaching of mathematics. The most common mistake in mathematics teaching language is that the concepts and reasoning are not clear.

Third, logic. Linguistic logic is a manifestation of the clear thinking of mathematics teachers. Logic is very important in teaching language, and if it goes against logic, it will bring confusion to students' thinking.

Fourth, imagery. In fact, the teaching language of mathematics classroom should also be visual. The teacher's language will draw students' attention and make a lasting impression on the classroom.

Teaching in connection with students' familiar life can achieve better results. For example, recently I noticed that students are very fond of reading humorous cartoons called "The Story of Ah Yu". Teachers can fully mobilize their relevant materials for teaching.

I believe that unexpected teaching results can be received.

Fifth, fun. Although mathematics teaching focuses on the teaching of rational knowledge, if a witty sentence or a humorous sketch is inserted at the right time, it will also leave a space for students to think, relax their tense rational thinking, and mobilize the strings of positive thinking, so as to create a warm, harmonious and relaxed classroom atmosphere.

Early childhood teachers. Language specifications are very important.

The teacher's language should be articulate clearly and speak at a moderate pace.

Language education in kindergartens aims to develop children's ability to use language to communicate with others, improve children's thinking level, and meet children's needs to appreciate the beauty of language by providing children with planned learning activities. Therefore, in the language education of kindergartens, attention should be paid to vocabulary, oral expression, narration and recitation of children's literature. In terms of vocabulary, it is mainly real words.

Nouns, verbs, adjectives, numbers.

Adverbs), understand the meaning of words correctly, and be able to use words correctly in daily life and activities. Enrich children's vocabulary and have good language skills. For example, language education activities in small classes:

Pluck turnips. Teachers should conduct in-depth analysis of the teaching activities of "single subject" and clarify the teaching objectives of the educational activities.

Think about how to achieve teaching goals in the classroom. At this age level, the language teacher mainly narrates, and the children only need to play the role of a good listener. The teacher tells the story of "pulling the carrot".

It can be equipped with **, slides, courseware and other auxiliary teaching, and the teacher's language should be vivid and vivid. The language should change according to the storyline. Constant change, toddlers will be fascinated by it.

Teachers compete to use different languages for different children.

Piaget. Think of language as an interaction between people and their environment.

As a result, it is a process of adaptation and assimilation. He divided early childhood into several stages of development, each with certain types of verbal and behavioral characteristics. Piaget saw language development as logical thinking with young children.

Where the development of judgment and reasoning skills do not go hand in hand, language development can reflect the level of development of these abilities. However, when there are changes within the young child's organism, he interacts with the environment and absorbs various factors into his internal structure before the next stage of development. According to his theory, the process of language development in young children is a combination of genetics, growth, and experience.

The normative nature of the teacher's language has two main meanings:

First of all, teachers must use the "Mandarin spoken throughout the country" as stipulated in the country's constitution. The promotion of Putonghua is an important language policy of the country. Schools are at the forefront of the promotion of Putonghua, and every teacher should be a model for the promotion of Putonghua.

Mandarin is the professional language of teachers.

If a teacher only teaches in dialects, then even if he has witty words, it is not a standardized language. Speaking in dialects is not standardized, speaking in Mandarin language, and problems with vocabulary and grammar are also not standardized.

For example, a teacher points to a certain place on the blackboard and says, "Students, homework should be serious and neat, and you can't be sloppy." His pronunciation meets the phonetic requirements of Mandarin, but he uses vocabulary that is not found in Mandarin, so it is not a standard language of instruction.

To teach in Putonghua, you must be proficient in the knowledge and skills of Putonghua in pronunciation, vocabulary and grammar, and be able to speak Putonghua fluently and accurately.

The second is that the teacher's language should not make mistakes in word choice and sentence formation, and try to avoid language problems such as improper use of words, incomprehensible sentences, and reversal. The teacher's language is standardized, and under the subtle influence, students can also speak standardized language; On the contrary, if the teacher's language is not standardized, it will have a negative demonstration effect, so that students do not know that they have learned the non-standard language.

1. Normative principles.

Normative means that the teaching of spoken language should comply with national regulations, and conform to the norms of Mandarin used in the whole country in terms of phonetics, vocabulary and grammar. Teachers should use the cooperation of pitch, intensity, sound quality, sound speed, etc., to show the charm of sound to move people's hearts; Use tone, intonation, pause, rhythm and other skills to fully express rich and delicate feelings such as enthusiasm, sincerity, and kindness; Use interesting and intelligent language to inspire and inspire children. In this way, the teaching of oral language can reach a high level and high standards, and children will take the learning activities as an artistic enjoyment and learn actively and happily.

It is hard to imagine that a preschool teacher with a strong dialect can cultivate a standard and beautiful language for young children.

2. Logical principles.

The logic of the teacher's oral language refers to the use of precise vocabulary to express the connotation of knowledge, the use of concise sentences to express rich content, and the use of hierarchical word order to express clear purposes. In children's teaching activities, teachers should first make sure that the teaching ideas are clear, the teaching links are closely linked, the teacher's explanations are concise and accurate, and the language used is fluent and fluent. For example, in the teaching segment of "Pony Crossing the River", a teacher made full use of the principles of logic to teach effectively, and achieved good teaching results.

The teacher grasped the content that can best reflect the logical principle of the story and designed the course, and carried out effective thinking training for the students on the topics of "deep" and "shallow" water, and better trained the students' thinking ability.

3. The principle of imagery.

The figurative nature of teachers' spoken language means that teachers are good at creating intuitive images to arouse children's true perception of concrete things. Children's way of thinking is mainly based on image thinking, and they are more likely to understand and accept intuitive, vivid and specific educational influences, and they need to understand things with the help of images. Therefore, in teaching, the teacher's description must be specific and detailed.

In order to achieve such teaching goals, preschool teachers should appropriately use a variety of rhetorical devices in the teaching process, skillfully use onomatopoeia, color imitation words, and diacritics, and at the same time reflect the dynamic sense of language. When teaching words and sentences, teachers should appropriately create the teaching of words and sentences in a dynamic language environment, so as to give words and sentences a sense of life brilliance and dynamic beauty.

1.Civilized behavior, politeness, natural and upright, set an example for children, and insist on speaking Mandarin.

2.Caring, persevering, and passionate about early childhood education; Warm and respectful, able to maintain communication with parents;

3.Care and respect children, communicate with children on an equal footing with a childlike heart, listen to the correct opinions put forward by children, and meet children's reasonable requirements; At the same time, dare to say "no" to children's unreasonable demands;

4.Generous manners, light movements, and correct posture of sitting, standing and walking; The appearance is dignified, and the clothing is beautiful and neat;

5.Teach students according to their aptitude and people, pay attention to children's strengths, and make the education work more detailed and targeted;

6.Work conscientiously and responsibly, have a beginning and an end, have a strong sense of dedication, and complete various tasks on time;

7.Aggressive, brave to explore, good at thinking, diligent in doing;

8.Keep the surrounding environment neat, clean and beautiful, store all kinds of supplies in a fixed place, keep the surrounding environment clean and hygienic, and put them back in time after use;

9.Be diligent and thrifty, take care of public property, protect all kinds of facilities, toys and equipment in the park, keep the items used properly, and register all kinds of property and count them regularly. Be a role model for your children everywhere.

10.For all children, love, respect and understand children, work closely with parents, implement comprehensive development education for children, combine education and education, and promote the harmonious development of body and mind.

11.Care about the collective, take into account the overall situation, unite and cooperate, friendly exchanges between colleagues, treat each other with sincerity, do not talk about others, abide by laws and regulations, have a decent style, self-esteem, self-love, self-respect and self-improvement.

12.Continuously improve the level of scientific culture and educational theory, delve into business, keep improving, and be practical.

Kindergarten teachers civilized language norms.

Teachers to young children:

2. Cultivate self-confidence: You love to use your brain, and the teacher is really happy for you.

4. Develop self-confidence: It's okay, think again.

5. Communication: Are you willing to make friends with teachers?

6. Cultivate self-confidence: The teacher believes that you can do it.

7. Communication: I'll help you, okay?

8. Cultivate self-confidence: Don't worry, let's try it together.

9. Cultivate self-discipline: Do you think about it?

10. Cultivate self-care: try to do it yourself.

Teacher to Parent:

1. Support and help: Hello, is there anything you need help with?

2. Communication: Please rest assured that we will take care of your children.

3. Encouragement and support: Thank you for your support of our work.

4. Communication: Look, do we do this well?

5. Communication: Delay you a little, I want to communicate with you about the child's situation.

6. Communication: Sorry to keep you waiting.

8. Communication: Your child has been improving, but ......There is still work to be done.

Teachers to colleagues:

1. Negotiate and solve: I'm sorry, I think the solution to this matter is, helpful: do you need my help?

3. Learn from each other: Your methods are worth learning from.

4. Encouragement and support: Don't worry, think about it again, there must be a way.

5. Negotiation settlement: Can I share my thoughts?

6. Negotiation and settlement: It seems that we have different views on this issue, and further discussion is needed.

7. Learn from each other: if there is something you don't understand, try to ask.

8. Encouragement and support: I will try to help you.

The teacher's language should be clear and pleasant, and not a word word. The expression of language must first let children understand and hear what the teacher is saying, and only by listening clearly can they gradually understand. The teacher's language pronunciation must be accurate, as we all know, children's language acquisition is mostly imitated by imitation, and in the family, children mainly imitate their parents; In kindergarten, children's imitation objects are mainly teachers, therefore, only by listening to the pronunciation of each word of the teacher, children can imitate accurately, and children's language can be better developed.

Children's ability to imitate is very strong, and your words and deeds are seen in children's eyes and remembered in their hearts. For example, once, when the toddler went to the toilet, Mao Yuting's child said to other children:

Hurry up and go to the bathroom, or I'll close the door!" I counted to 3 to see who else wasn't ......"Also, don't forget to turn off the water faucet after washing your hands, you have to know how to save water, do you know it? ”…Through these words, I think teachers should pay attention when speaking, communicate with children in Mandarin, and communicate with children tactfully, so as to avoid children learning things that they should not learn from your imitation.

Requirements for teachers' language code of conduct.

1. The language is scientifically standardized, precise and concise;

2. The language is rigorous and clear, elegant and fluent;

3. The language is easy to understand, funny and humorous;

4. Avoid language disease and pay attention to art;

5. The language is inspiring and should be taught in Mandarin.

Requirements for the Code of Conduct for Teachers.

1. Dress neatly and decently; 2. Elegant and dignified manners;

3. Speak civilly and politely; 4. Sitting in an elegant and upright manner;

5. The standing posture is natural and steady; 6. Treat people warmly and sincerely;

7. Lively and cheerful personality; 8. Harmonious temperament and demeanor.

Requirements for the Code of Conduct for Teachers' Interpersonal Relations.

1. Requirements for interpersonal relations and behavior between teachers;

solidarity and mutual assistance, treating others equally; Strengthen exchanges and learn from each other's strengths;

Summarize experience and avoid contradictions; Respect each other and avoid jealousy.

2. Requirements for interpersonal behavior between teachers and leaders:

Work together to run schools well; Understand and support each other;

Take into account the overall situation and obey the leadership; Respect the leader and follow the command.

3. Requirements for interpersonal relations between teachers and students:

Love for students and rapport with them; Caring for students and strict requirements;

Trust students and respect their personality; Treat everyone fairly.

4. Requirements for interpersonal behavior between teachers and parents:

Respect parents and strengthen bonds; Understand parents and communicate with each other;

Helping parents and improving education; Work together to educate newcomers.