The New Kindergarten Syllabus clearly points out: "The key to developing children's language is to create a situation where children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response", and "encourage children to express their thoughts and feelings boldly and clearly, and develop their language expression ability and thinking ability". It can be seen that the creation of teaching situation is very important in children's language teaching. Then, as a kindergarten teacher, how should we create a teaching situation in which children have something to say?

First, the use of physical creation of teaching situations

Intuition in situational education can promote children's language learning. The process of integrating what children see and hear into their own minds for thinking is also the process of forming internal speech. For example, when I participated in the activities of "Candy Kingdom", I decorated the activity room with all kinds of candy to make a "Candy Kingdom" full of childlike interest, so that children could visit the "Candy Kingdom" and make friends with all kinds of candy. In this case, it is easy for children to know the names and shapes of various sweets naturally, perceive the taste of sweets, and describe sweets vividly according to their own experiences. "There are many kinds of sweets." "Candy tastes great!" ..... Another example is learning the poem Yuan Yuanyuan. When copying, I arranged the whole activity room into a round world (all kinds of round pictures and objects were posted around the activity room, so that children could look for round objects indoors and imitate the round objects in the poem by looking at the legends. The child's mind was suddenly opened and he was very interested in learning. When children recite their own poems, their language is improved, and their imagination and creativity are also developed accordingly.

Second, the use of multimedia to create teaching situations

Because multimedia can comprehensively use the effects of shape, sound, color and light, it can create various vivid and flexible learning and teaching situations, virtual reality and reproduce life scenes, thus creating a relaxed and natural learning atmosphere, attracting children's intentional attention, inducing children's emotional resonance, and making children unconsciously engage in teaching activities. For example, when I was teaching prose poems to appreciate autumn rain in a large class, I used multimedia courseware to turn the static and flat autumn rain picture into a dynamic and vivid scene. At the same time, the background music gently sounded the whisper of autumn, the rain fell from the sky, and the door of autumn slowly opened. Beautiful chrysanthemums opened, ginkgo turned yellow, maple leaves turned red, fruits matured and sugar was attractive. Autumn leaves fall slowly from the trees, and people are busy picking fruits ... In this poetic teaching situation, children are interested and interested, and actively tell everyone what they have seen and heard in autumn. Make it fully feel the artistic conception expressed in prose and feel the beauty of literary works.

Third, the use of role-playing to create teaching situations

In the process of carrying out Chinese teaching activities, I introduce story performance and role games into the activities according to local conditions, provide changeable props, create realistic and illusory scenes, provide children with a multi-angle language environment, and integrate education with scenes. For example, in the story teaching activity of "Bear Treat", I asked several children to rehearse a little drama and show it to the children. This vivid role performance aroused the children's strong interest. It is easy for children to understand the characters, plots and dialogues in the story, and it is easy and enjoyable to learn. On the basis of being familiar with the story, I guide the children to perform the role. The children's interest in performance is very high, and their language expression is also very smooth. This teaching form of performance scenes is far more attractive to children than boring explanations, and plays a multiplier role. In language teaching, children's songs and pictures can be used to capture feelings, turn static into dynamic, and let children learn to speak in pleasant performances. For example, in the teaching of Tintin Wearing Shoes, children learned nursery rhymes while playing with their parents and Tintin, and they can perform spontaneously after the activity.

Fourth, create teaching situations by using suspense questions.

Children in early childhood are curious, so open-ended questions about unknown things can improve children's interest in participating in activities and stimulate their curiosity. Teachers skillfully design suspense situations in activities, leaving room for children to ask questions, which is also an effective means to cultivate children's bold imagination and language development. Open-ended questions have no ready-made answers, are not limited by story language and plot, and can provide children with space for creative thinking. We often create various suspense situations, such as judgmental questions: "Who do you like in the story? Why? " "Why did he do it? Why not? " This kind of problem can cause children to imagine and reason according to the development law of things on the basis of mastering concepts and judgments. This will undoubtedly improve children's thinking development level and promote children's language expression ability of coherent narration. In the story "Three Bears", I used suspense situation setting, and the effect was very good. In this activity, I arranged a dirty and messy home for the children. As soon as the children came to this situation, they immediately questioned: "How did the Xiong family do it?" Who did this? "After the children discussed it, another question followed:" What happens when three bears come home and see their homes in a mess? ""What can I do to make the bear not angry? " A series of questions let children boldly express their "expectations" and "assumptions". Children can imagine and express themselves in the activities, and the stories made up are richer and more exciting than the original, and they can quickly grasp the story "Who moved (drunk, asleep) ...? "This question pattern. In suspense situations, children feel emotional resonance with the characters in the works under the situation of "putting themselves in the other's shoes". They are not only willing to express themselves actively in language, but also easy to form good moral habits.

In short, creating suitable situations for children in language teaching can make teachers teach more easily, make children learn more happily and make the organization of language activities more effective. Teachers should practice boldly in Chinese teaching, actively explore, and strive to make our Chinese teaching truly meet the goals and requirements put forward in the Outline.