Rule 1: Should your child learn a foreign language?
Young parents want their children to master foreign languages fluently. Linguistically and psychologically, childhood is indeed a time to learn a language. The main reason is that most children have excellent memory, imitation ability and trial-and-error ability (not afraid of making mistakes, making mistakes without psychological burden, which is an extremely important factor in learning a foreign language well). However, many children have not reached the level expected by their parents, or even disappointed. There are still many children who have learned English, and you can't help wondering whether there is something wrong with the child's pronunciation organ or his teacher. Anyway, you don't think that's the standard statement. Let's discuss these two different problems with young parents.
Let's start with the first question. As long as they are normal children, their initial language ability is the same, and there is no difference. The difference is acquired. Even if a couple with language talent let their children live in wolves since childhood, the children can only understand the "language" of wolves. Once the critical period of language has passed, his ability to learn human language will be lost forever and irretrievably. On the contrary, a couple who are not good at words are likely to talk a lot. I have a relative, and both husband and wife can't talk very well, but a son is chattering everywhere, which makes them at a loss. Later, I learned that children's language ability is not innate, but given by grandpa. He is a very patient old man. When the child is not sensible, he chats with the child all day until the child is sensible and starts to talk. The grandfather played an extremely important role as an expert in language development. This short one or two years will play an important role in a child's life. Such children are often excellent in language psychology, courageous, dare to speak, and have no psychological barriers. This is an extremely important condition for learning a foreign language. If your child has such psychological quality, learning a foreign language is almost a third successful. On the contrary, if your child doesn't want to talk much, he is more introverted and shy. Then I ask you to think carefully about whether to let your children learn a foreign language too early. If he is interested, that is another matter. If the child is not interested, don't force it. If a child like Mianqiang learns a foreign language, it is a painful thing for him. Once he has a learning disability, he will have a headache and lose a lot when he sees a foreign language in the future. It is better to let nature take its course and study with children in primary and secondary schools in the future, which may be better.
Some parents may not pay attention to their children's situation, nor consider their own interests, and impose their wishes on their children, which leads to their boredom with learning. This is only bad, not good, and may harm the child for life. Some parents send their children to school and accompany them outside, but the children "fly the plane", make small moves, talk, and even wait for class to end. Why bother! If your child doesn't learn a foreign language well, you might as well find the reason yourself. Did you make the right choice? Is it timely?
The second part: cultivate the positive emotional attitude of primary school students in learning English.
Keywords: English learning emotional attitude
An important aspect of the ongoing curriculum reform of basic education is to pay attention to the development of students' emotional attitude and infiltrate the cultivation of students' emotional attitude into subject education and teaching. In the past, in English teaching, on the one hand, students' emotional factors were ignored, on the other hand, many only children were influenced by bad social atmosphere, with poor self-control, lack of sufficient interest and confidence in learning and weakened psychological quality. Curriculum standards require us to pay attention not only to students' language knowledge and skills, but also to the development of students' emotional attitudes in English teaching. Curriculum standards particularly emphasize paying attention to each student's emotion, stimulating their interest in learning English, helping them to build up their sense of accomplishment and self-confidence, so that they can develop their comprehensive language use ability, improve their humanistic quality and enhance their practical ability in the learning process.
The process of education and teaching is not only a process of "preaching, teaching and solving doubts", but also a process of emotional communication and soul collision between teachers and students, and it is also a process of students bathing in educational love. German educator Dostoevsky said: "The art of education is not to impart knowledge and skills, but to inspire, awaken and inspire." Therefore, in the process of education and teaching, we must start with emotion, communicate with emotion and be passionate with emotion, so as to open students' ignorant hearts and play the wonderful music of teaching art. Therefore, the author has made some explorations in English teaching and is willing to discuss with colleagues.
First, establish a good teacher-student relationship.
American humanistic psychologist Rogers believes that people's cognitive activities are always accompanied by certain emotional factors. When emotional factors are suppressed or even obliterated, people's self-creation potential cannot be developed and realized. Only by truly respecting individuals and understanding the attitude of students' inner world can we stimulate students' enthusiasm for learning and enhance their self-confidence.
(1) The change of teachers' role. Treat students equally and let every student feel that you like him and care about him. Sometimes a kind smile, a gesture of touching a student's head and an encouraging look can make him feel that you care about him. Teachers should also pay attention to the improvement of their own quality. Dress should be concise and vivid, body language should be rich and vivid, and language tone should be authentic. Tolerate students' mistakes and let them feel the happiness of learning success with encouraging language. Only in this way can teachers establish a good teacher-student relationship with students.
(2) Smile is very important. Teachers who smile, don't go to the podium and are calm and confident will shorten the psychological distance between teachers and students and strengthen the bridge of friendship and cooperation. A politician once said, "A smile is worth a million dollars." Indeed, when people meet, among all kinds of expressions, only smile is the most attractive, which will give people the feeling of spring breeze and win a good first impression.
(3) Praise more and criticize less. We should be good at discovering the advantages of students, understanding the advantages of students, and sincerely praise, accept and be recognized. For most students, if you say he can do it, he can; If you say he can't, he can't. This principle is also in line with the popular theory of "appreciation education". Once a child is sincerely praised by the teacher, it will produce positive power, because the child has a desire to express himself. The more praise they get, the more they want to do better. Gradually, their behavior habits, thought expression and knowledge level will be closer to the teacher's expectations. In short, teachers who can't praise will not be welcomed by students.
Second, strengthen emotional communication between teachers and students through various channels.
In English teaching, in order to realize the emotional communication between teachers and students, we must strengthen the emotional communication between teachers and students through various effective ways.
(1) Pay attention to the way, time and occasion of emotional communication with students. Some emotional communication can be for everyone; Some students need to communicate alone. For example, some students have strong self-esteem, study well at ordinary times and are often praised by teachers. If he makes mistakes occasionally, if you criticize him in front of the whole class, he will feel humiliated and his self-esteem will be hurt. I can't speak English for a long time. Also, when a student answers wrong, other students laugh at him, and the teacher should stop this phenomenon at once. Otherwise, some timid and confident students are even more afraid to speak.
(2) Use more encouraging language to promote emotional communication between teachers and students. Everyone wants to be praised and affirmed, so in order to improve the emotional communication between teachers and students, teachers should use more language to encourage students in class, and give timely affirmation and encouragement when they see the little progress of students. When students answer correctly, teachers should give timely affirmation and encouragement. Great/wonderful/well done/... Even if students make mistakes, teachers should give timely help and encouragement: try again/think it over/... Teachers' words will bring students the joy of success, thus constantly enhancing their confidence in participating in communication.
(3) More cooperative learning is adopted to cultivate the spirit of cooperation. In English teaching, teachers should organize as many students as possible to cooperate in pairs, groups or teams. In this way, the advantages and disadvantages in the group complement each other and help each other, which is conducive to common improvement. They work together to complete the tasks assigned by the teacher, and everyone's efforts can be recognized, so that students will feel valued, accepted and respected, and their self-esteem and self-confidence will be greatly enhanced.
Third, cultivate a positive emotional attitude in classroom teaching.
Curriculum standards point out that infiltrating the development of emotional attitude into daily education and teaching is the most important link and process to achieve the goal of emotional attitude in English curriculum. Paying attention to students' emotional problems must be combined with English teaching itself. Therefore, teachers should try their best to infiltrate the discussion of emotional attitudes into the content and process of foreign language learning.
(A use of a variety of teaching methods to stimulate students' learning motivation.
Motivated foreign language learning has a good learning effect, while unmotivated foreign language learning often becomes a burden and the learning effect is not good. Therefore, teachers should adopt various teaching methods in English teaching to stimulate students' learning motivation. For example, use games to satisfy children's playful nature. Guess seems to satisfy their curiosity, and TPR teaching method satisfies their lively and active characteristics. In short, create various activities that are beneficial to their English learning, let them participate, let them enjoy learning, and keep their keen interest in English learning.
(B) using a variety of teaching methods to stimulate students' interest.
In order to achieve good results in English teaching, it is very important to stimulate students' interest. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy.". In order to improve students' interest in learning, we can learn from the following teaching methods:
1 intuitive teaching methods. Intuitive teaching can not only leave a deep sensory impression on students and arouse their interest, but also enable them to quickly form a correct concept of things, so as to firmly remember them. English visual AIDS: objects, pictures, videos, slides, models, stick figures, etc. What is economical and practical is objects and stick figures. Using these two teaching methods can greatly shorten the unnecessary explanation time and quickly establish the connection between language and practice. For example, when teaching words such as pens, books, pencils and rulers. You can directly demonstrate the real thing, but for some knowledge, you can quickly draw a few strokes on the blackboard, which is vivid and can make students master it quickly.
2 constantly change the practice methods. No matter what kind of teaching method, students will get bored if they just repeat the same thing. Only by using a variety of senses to participate in listening, speaking, reading and writing activities can we attract students. For example, two-person practice, multi-person practice, small games, guessing games, singing and other activities can produce this effect. In some simple sentence patterns, students can be arranged to prepare lessons and let them speak, and teachers can also give them appropriate help. In this way, students' enthusiasm will be quite high, and they will be very involved. Many students will compete with teachers to book the next class. Such activities are conducive to stimulating and cultivating students' strong interest in learning.
In short, paying attention to and cultivating students' positive emotional attitude in English teaching will help to strengthen students' learning effect, enhance students' self-confidence in learning English, cultivate students' sense of cooperation, make teaching achieve twice the result with half the effort, use more encouraging languages and enhance emotional communication between teachers and students.
The third part: Teaching suggestions of course selection.
1. Goodtoknow
Teachers can collect relevant information in advance and show it to students in class, so that they can learn more about Chinese and western cultures and expand their knowledge beyond textbooks. At the same time, you can also assign tasks, mobilize students to collect relevant information after class, and show communication in class. This part of the content only needs students to understand, not to master.
2. Songs and songs
Teachers should carefully design and arrange activities related to ballads according to the actual needs of classroom teaching, so that students can make full use of the ballads and songs in the book to serve the teaching of vocabulary and sentence patterns. Teachers first need to change some traditional views, that is, ballads and songs are only used to enliven the classroom atmosphere, and they can be used or not. In practical teaching, clever use of ballads and songs can stimulate students' interest in learning, reduce teaching difficulty and improve teaching efficiency. In the actual classroom teaching, ballads and songs can adjust the classroom atmosphere, consolidate and review the learned vocabulary and language, and present and teach new language knowledge. For example, in Unit 4, Let'sstart, there is a song in the form of a dragon answer: "Whatareyoudoing? I'm ... "The students said, clapping their hands, doing according to the rhythm, and answering questions with solitaire. In this way, students can learn the five verb phrases -ing in Let'slearn and the main sentence patterns in Let'stalk in a short time. It can be seen that the use of clever ballads and songs can help students learn the teaching content that needs two classes to solve in ten minutes, and the teaching efficiency is doubled.
3. Story time
Storytime is actually an extended and interesting reading, and teachers can put forward different requirements for students at different levels. Excellent students are required to describe and perform stories, middle-level students read stories after recording, and students with slow acceptance understand the content of stories. Teachers can make full use of various multimedia teaching methods to present and carry out story teaching. In addition to wall charts and projections, there are VCD "Golden English" and DVD. VCD and DVD make all the interesting stories in students' books into exquisite cartoon feature films. Where conditions permit, we can make full use of this teaching resource to make English classroom teaching in primary schools more abundant and active.