How to implement language education for preschool teachers. Part 1 1. Improve one's language quality.
If teachers want to improve children's language expression ability, they should strengthen their own language cultivation and set an example for children to learn languages. The basic method for children to learn a language is imitation, and the teacher is the most direct and authoritative imitation object. Therefore, teachers' language must be accurate, standardized, concise, vivid and interesting, and they must have certain literary accomplishment. In teaching, teachers' language should not be blunt and vulgar, and beautiful language should penetrate into children's young hearts.
In the language communication with children, teachers should adjust the content and methods of activities in time to inspire children to communicate with each other. In the process of teaching practice, I deeply realize that the cultivation and education of children's language is not a one-off event, but a long-term and unremitting exploration process. Teachers should stand in children's perspective, look at the world with children's eyes, and think and express their thoughts with children's thinking. Only by paying attention to children's creative thinking in language teaching activities can children's language expression ability be effectively improved. As long as we persist in creating opportunities and conditions for children's development, we can achieve the expected results.
Second, cultivate children's creative thinking.
Ye Shengtao said: "Language is the stereotype of thinking, and thinking is the foundation of language." Developing language ability means developing thinking ability, which is the core of developing intelligence. The key to children's language development in children's language teaching lies in thinking.
1. Create a relaxed language atmosphere.
In a relaxed and happy atmosphere, children want to speak, dare to speak, and feel the joy of speaking. Of course, relaxation does not mean that children can speak freely, but that children do not feel pressure, do not emphasize right and wrong and good or bad, and achieve "understanding and acceptance, support and encouragement."
(1) Accept children's language characteristics.
In language education activities, teachers should encourage more and criticize less; More support, less opposition; Appreciate more and be less sarcastic; More inspiration and guidance, less negative indoctrination. Not limited by life experience, thinking characteristics and adult standards. Some children's meanings expressed in language are not necessarily accurate or appropriate, with many words and few words, and even expressed in dialects. At this time, in addition to guiding children to express accurately, I also strongly encourage them to solve problems with language.
(2) meet the needs of children's communication.
In collective language education activities, when the answers to individual children's questions are roughly in line with their own ideas, the teacher immediately summarizes them and puts forward the next question, which often makes the children form a mindset and leads to the inability to continue the activities. Teaching should break through stereotypes, stimulate children to think, answer and solve problems from multiple angles, and achieve the purpose of communication.
2. Encourage children to want to speak, dare to speak and speak.
Language ability is developed in the process of application, and the key to developing children's language is to create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response. In teaching, children will spend a lot of time talking with their peers in addition to communicating with teachers. However, in the concentrated language education activities, children have too few opportunities to speak. In order to solve this problem, I changed the traditional language teaching method, taking children as the main body and creating more opportunities for children to speak.
(1) Make children want to talk. According to the characteristics that children like praise and small gifts, encourage children to have the desire to say something. For example, in language class, I give a child who can speak voluntarily a small card, reward him with a small red flower, touch his head or give him a hug. For individual introverted children, we are not in a hurry to ask them to stand up and talk like other children at the beginning, but to talk individually and guide them step by step to help them overcome psychological barriers and finally achieve the purpose of communicating with others.
(2) Let children dare to speak. In fact, some children don't want to talk, but they just dare not. Therefore, we provide children with a variety of opportunities to express themselves, eliminate their fear of independent performances, and enhance their desire to perform boldly. For example, activities such as "happy hosting", "recess broadcasting" and "free talking" are carried out, so that children can tell people around them what they have seen and heard in their own language and share their happiness with others. At the same time, cultivate children's listening habits and improve their language expression ability.
Thirdly, language education permeates the teaching of all subjects.
In fact, language education and other education are interdependent, interrelated and mutually reinforcing. Chinese education is not only the responsibility of Chinese teachers, but also the responsibility of teachers in all subjects. In the teaching of various subjects, the development of children's language is closely related to their emotions, experiences and thinking. Therefore, subject education is an important way to develop children's language.
1. Game teaching.
Game teaching is the backbone of kindergarten teaching. Whether it is a classroom game or an outdoor game, children should actively participate in activities, fully express their feelings, and ask them not only to move, but also to communicate, to understand the game links and the purpose of the game, to achieve the results of the game, so as to obtain the development of language. For example, in role games, the distribution of roles is the key. Teachers should repeatedly emphasize the role name when assigning roles, and then let each child talk about his role and task in the game. For example, the task of a child who plays the role of rabbit in a singing contest is to be a referee.
2. Teaching of sound and beauty.
The development of children's language should permeate the teaching activities of sound and beauty. For example, in music activities, how do children feel when listening to music? Then use language to describe the artistic conception and feelings expressed by music melody. Tell me how you feel. For example, listening to the song "Spring is coming", children will say, "I feel that the weather is getting warmer, willows are sprouting, the fields are turning green, wild flowers are blooming in the mountains, and bees and butterflies are flying around." In art activities, let children tell the content of their paintings in words and talk about which lines they use in painting. What do these lines look like? For example: What is the spiral like? Children will say that it is like mother's hair, like a climbing frame, like a screw, and so on. This can give full play to children's thinking imagination and let children develop their language skills in a relaxed and natural atmosphere.
3. Give birth to the child's desire to speak.
To tap children's language potential, it is necessary to identify children's "language acquisition devices", create a relaxed and natural atmosphere, and let children dare to say and love in a relaxed and stress-free environment. How to arouse children's enthusiasm for learning? First of all, teachers should have an equal and friendly attitude, and often have an equal dialogue with children, so that children feel that teachers are better than their relatives, enhance the emotional connection between children, and stimulate and strengthen children's language learning. The best effect is to stimulate the child's native area and give birth to the child's desire to say. For example, in activities with young children, squat down and talk to them.
During the dinner, the teacher asked, "I like XXX, so what do you like best?" Children can say what they like to eat or what they don't like to eat. Don't stop them from saying things they don't like, but guide them afterwards. You can also let the children talk about what they had for breakfast and lunch today, how it tasted, and so on. In this way, feelings and friendship can be established in the conversation, and children can feel free and willing to talk.
How do kindergarten teachers implement children's language education? In kindergarten language teaching, teachers focus on improving children's interest in learning and cultivating children's creative thinking. So how to make Chinese teaching play a role and achieve the goal of cultivating children?
First, choose teaching content that can stimulate children's interest.
Interesting content can stimulate children's enthusiasm and improve their desire to tell. Let children freely imagine and tell the content according to a picture, a life experience or a scene. The content must be well-founded and focused. Some children will ramble and miss the point in the process of telling. At this time, the teacher will let the children choose various possibilities and tell the story that is different from others. For example, in looking at pictures and saying "I love you", I designed rich contents for pictures, which allowed children to imagine around the theme pictures, inspired children to seek the opposite sex and uniqueness in their thinking, and told different contents. Let children imagine all kinds of situations that may happen to Lele, give full play to their intelligence and say different things. Children have different ideas, and creative thinking is cultivated.
Second, there are many opportunities to stimulate children's language and thinking.
In order to achieve the purpose of training, teachers should make use of various opportunities to constantly stimulate children's thinking. After-dinner story appreciation is a good opportunity, not only for children to rest after meals, but also for children to think and imagine while listening to stories. For example, one day, I designed a series of questions in the activity of letting my children enjoy the story of "Sima Guang smashing a jar" after lunch: "Why did Sima Guang smash a jar?" "What happens if the child falls into the water tank?" "Sima guang smashed the cylinder in which part of the cylinder? Why? " "What should you do if such a thing happens?" "Is there anything better than Sima Guang's method?" Wait, let children imagine freely and help them learn to look at problems from multiple angles. I also designed questions around some problems that may be encountered in my life, such as "What should I do if my car breaks down in kindergarten?" "Women's Day is coming, what should we do?" ..... through questions and discussions to help children active thinking, to create conditions for the development of children's creative thinking.
Third, make rational use of picture book education.
There is a kind of children's book called picture book, which is a very good teaching material. It can provide children with a lot of space and content for thinking. For example, recently our class was enjoying the early picture book "Why Not" and talked about the questions of several small animals because they had no skills. The little frog looked at the blue sky and asked his mother, "Why can't I fly in the sky?" The bird thought again, "Why can't I swim in the water?" Fish thought, "Why can't I bask in the sun on the beach?" And the little turtle also wants to jump on the grass; Little rabbit wants to swing on the branch like a little monkey; Little monkey wants to go to kindergarten. These small animals all want to have the same skills as others, but ignore their own strengths. In order to let children understand the meaning of picture books and the truth contained in them, I adopt the method of observation-guess-share, so that children can observe the picture carefully first, find the expression and dynamics of the protagonist on the picture, then guess their possible situation, their dialogue, and finally discuss and share together. As a result, every child can experience and discover with his various senses, and then organize language to express it. In the process of using the senses, children's thinking is developed, their creative potential is developed, and good thinking habits are formed.
Language teaching in kindergartens covers rich contents that children can absorb, which is of great value. As long as the teacher organizes and guides properly, it is very meaningful for children.
How do kindergarten teachers implement children's language education? There are both connections and differences between children's learning square and adults' learning process. Children's learning process is also a pleasant game and work process, and the learning process in kindergarten is closely integrated with the life process. Therefore, children's learning embodies the following basic stickers:
(1) Children are always actively adapting to the increasingly complex natural and social environment. In early childhood, the environment plays the strongest role in shaping children, while the children have the least influence or transformation on the environment in their life. It can be boldly said that the nature and quality of the environment determine the direction and quality of children's growth. Therefore, the kindergarten environment is carefully prepared and cannot be too casual.
(2) Children often play spontaneously, and they like spontaneous games best. Children are the initiators and builders of the game world and are fully capable of playing games by themselves. Only when children have the autonomy of the game can they enter the real game.
(3) Children's thinking is flexible and creative, and the learning process is also a creative process. As long as we provide suitable educational content (or materials) and a relaxed educational environment, children can have flexible and creative thinking. As long as we accept and actively strengthen children's unique ideas, the ability of creative thinking will continue to improve.
(4) Children are curious and sensitive to sensory stimuli, so they are also sensitive to learning. For example, children often show naughty words and deeds and are often criticized or reprimanded by adults. Such negative reinforcement weakens children's curiosity, sensitivity and creativity, and eventually leads to more mediocre people. So we should be kind to "naughty children".
(5) Children are enthusiastic, caring, naive and self-centered, and the learning process is dominated by emotions. Affected by curiosity and sensitivity, children pay extensive attention to all kinds of foods and can explore the surrounding foods with great enthusiasm. They are always caught up in something, or they are always busy with specific things. They understand and interact with people, things and things in this environment in their own way and feelings. Children's self-centered cognitive style must not be criticized as selfish or irresponsible. These are all natural stages that must be experienced in the process of mental development, and adults should understand and respect them.
(6) Children are good at coping with problems. In the eyes of many adults, when children encounter problems or difficulties, they always turn to adults for help. In fact, we ignore the other side of children, that is, they always actively try to solve the contradictions, problems and even difficulties they encounter. When you can't solve it, you will ask adults for help. Dependence is caused by inappropriate reactions of adults, not children's nature. When children seek help, the correct way is to guide them, not to help them directly. If adults are allowed to solve problems instead of them, it will not only make children lose an opportunity to exercise, but also make them feel incompetent and feel frustrated and inferior.
(7) Children's learning is not only to acquire knowledge, but also to form habits and values. As long as children are active, they are forming corresponding habits, such as eating habits, excreting habits, hygiene habits, communication habits, cognitive habits, playing habits and various action habits. As long as there are activities, there will be feelings, and personal feelings are the basis of value judgment. Therefore, the French in Chen should pay close attention to every little behavior of children, correct bad behavior in time, and prevent this bad behavior from becoming a habit.
(8) Children are interested in people and making friends, and learn in the process of interpersonal communication. In essence, children like to associate, even children who have formed withdrawn characteristics are not absolutely exclusive to others. Throughout early childhood, communicative learning is one of the important learning styles for children. Children who are good at communicating with others, children who are good at communicating with others, can often pass things well, and vice versa. But in fact, adults ignore the needs and interests of children's communication, and even inadvertently deprive children of communication. For example, in kindergarten, there are many unnecessary restrictions that children are not allowed to talk to each other. Children's interest in people and making friends is always worth encouraging and paying attention to.
(9) The material orientation or adjustment in children's learning is mostly operational learning. In early childhood, when sensory motor thinking conforms to concrete image thinking, children's words, deeds and thinking content are mostly caused, maintained or transferred by the substances they contact. Children's attention time and action mode are largely determined by the characteristics of matter. The color, shape, size, structure, function, number, quantity, weight and smoothness of substances are all stimuli, which will attract children's attention to varying degrees.
(10) Children's learning process is imaginative and expressive. To keep children's rich imagination and imagination, what needs to be done is that children constantly increase their knowledge and experience.
(1 1) Children always want to take the initiative to try language learning. Usually, children like to chatter and listen to each other, which may be why children are gifted language winners. In a proper mother tongue environment, children can learn spoken mother tongue unconsciously. By the same token, children can learn to speak a foreign language unconsciously in a proper spoken English environment. With the in-depth study of children's learning ability, it is found that childhood is not only the best time to learn spoken language, but also the best time to learn written language.
Further reading
What are the problems in kindergarten language education at present?
I. Inappropriate statement of objectives
Since the promulgation of the new syllabus, some experts have put forward three-dimensional goals, namely knowledge and skills, emotional attitude and process experience. Specific to the language field, sometimes we have to take some vague nonsense such as "experiencing the fun of communicating with people in language" as the secondary goal. When I write like this, I always think, as a teacher, how can I be sure what my child "experienced"? It seems that the so-called "developmental" goal is put forward from the perspective of children, but in fact it is too general to operate and evaluate the educational results in the educational process.
In fact, as early as the 1990s, it was pointed out that when determining the goals of language education in kindergartens, it is necessary to transform the goals of children's language development into educational goals, so that the educational goals can be observed, operated and evaluated in practice. But after learning the new Outline, the goal of not writing such a sentence with the words "experience …" seems to be an old-fashioned performance. However, from the perspective of quantitative research paradigm, to evaluate language teaching, it is still necessary to refer to educational objectives.
Second, the target content is not detailed.
Although the goal should be put forward from three dimensions, it is not completely based on Bloom's educational goal classification content, but only adopts its first two items, namely cognition and emotion, but in terms of motor skills, it is replaced by process experience. I still don't quite understand the theoretical basis behind this change. After carefully reading Bloom's classification, we find that our first two dimensions are not meaningful for reference. Take the first dimension of knowledge and skills as an example. Bloom's cognitive goal includes six different levels, namely knowledge, understanding, application, analysis, synthesis and evaluation. Our usual practice is to mix these different levels of goals. It can be said that some textbook writers themselves, for each language material, what level children should reach in cognition, sometimes may be really unclear.
Third, the content is westernized.
Two comparative studies on the value of different versions of Chinese textbooks in different periods show that the content selection of Chinese education in kindergartens in China has a cultural tendency of western value orientation to a great extent.
Perhaps due to the influence of economic development, since the reform and opening up, the discussion about people's "class nature" has gradually disappeared. Instead, how to get rich quickly: stock speculation, stock speculation, real estate speculation; Black cotton and inferior rice have become the magic weapon for unscrupulous businessmen to make money because of their low cost and high profit. It has become an indisputable fact that the rich are favored and valued. This scene, which happened in the west decades ago, is becoming more and more common in China. Therefore, China's traditional culture and ideology are facing unprecedented challenges in this historical transition period. The protagonists in the kindergarten curriculum, in the field of language education, are mostly sent to children by reading western classics.
Although this practice has broadened children's horizons to a certain extent and made them experience multiculturalism, "the kindergarten curriculum reform in China should not do what some westerners advocate according to their value orientation, but should consider more what China people should do." We have been reduced to a "semi-colonial" history, and now there is no need to open the door culturally for people to "colonize"!
Fourth, the organizational form is single.
In the past, almost all the organizational forms of language teaching in China were based on collective teaching. Later, although some people strongly advocated infiltration in daily life and then joined early reading (sharing reading is one of them), many teachers became afraid to organize collective Chinese teaching activities because they tended to teach in groups and individuals and were afraid of being called "full-time irrigation". However, dialogue in daily life can't achieve the effect of improving children's scattered oral English and promoting student-student interaction. Therefore, due to the positioning problem, the organizational form is single, which almost becomes another "China characteristic".
Verb (abbreviation for verb) is a narrow type of primitive activity.
Although China has always had many language activities, such as talking, telling, discussing and playing games. Due to the development of printing industry, books and other resources are easily available, so those open activities that only use simple teaching AIDS but require teachers' own language level are almost invisible. Teachers rely too much on pictures, texts and other written materials in language teaching activities. For example, an investigation report on the imbalance of practical activities in Chinese education in kindergartens pointed out that the ratio of conversation activities was greatly reduced and the ratio of literary appreciation activities was greatly increased.
Sixth, there is no basis for written language teaching.
Although "before reading and writing" has been written into the educational requirements in the language field of the new syllabus, there are few empirical studies in this field because China has long rejected written language teaching in preschool stage. Therefore, teachers don't know how to grasp the goal of written language teaching in the face of parents' demands, children's present situation (many three-year-old children have learned a lot of Chinese characters at home) and social development. If you just stay on "stimulating interest", you can't meet the needs of children who can read independently at first. If literacy is one of the teaching contents, how should it be carried out? How to deal with the relationship between Chinese character learning and pinyin learning? How to effectively distinguish Pinyin from English letters? ……
These problems in kindergarten language education in China are basically the performance that theoretical research lags behind the development of society, children and parents. As a practitioner, how to deal with these problems under the waiting state? It's time to reflect.