First, the activity participation method children are active, and the younger they are, the more obvious this feature is. Therefore, story teaching should not only be static, but should be combined with children's physical activities and operational activities, which can not only help children understand related words and sentences in stories, but also make them more familiar with works, experience thoughts and emotions and consolidate their memories. The story of the mother mouse and the little mouse cleaning up the fallen leaves, "Little mouse and the fallen leaves", is very exciting and interesting, which is the focus and difficulty of the whole paper. There are verbs "top, shoulder, sweep, rake, shoulder" for cleaning, as well as sentence patterns "some ... and some ...". In order to highlight key points and break through difficulties, I am prepared. During the performance, they will naturally use the dialogues, actions and expressions in their works to reproduce their works. Activity participation is really a favorite learning method for children. Second, the difficulty lies before the law. Children's thinking is still based on concrete images, and abstract logical thinking is still in its infancy. For some things that need multi-level analysis and reasoning, it is still beyond our power. If the teaching plan is only designed according to the routine before story teaching, then some story contents are difficult to accept and understand for children who are mainly figurative thinking and have little life experience. At this time, it is advisable to take the difficulty pre-method, put the difficulty before teaching, and guide children to actively discover, explore and communicate through some auxiliary means. For example, in the story Bao Shen Gong Shi, I think it is difficult for children to understand "Why does Bao Gong punish everyone who is watching the fun with a copper coin, so that they can throw the fined copper coin into the water to judge who is the thief who stole the money from the fritters?" Before class, I prepared several pots of water and some coins with or without oil. Before telling the story, I asked the children to do a small experiment in groups and put two coins into clear water in batches. Children understand the truth in the story by observing the phenomena in the experimental operation, thus inspiring thinking and developing intelligence. At the same time, the difficulties were solved. Third, the expanded storytelling method Some stories are short and pithy, which is very suitable for children to use their existing life experience, exert their imagination and tell expanded stories. In the process of listening and speaking, a new story edited by teachers and children was born. Like the story "Little Snail", the length is not long, and between the lines contains the typical characteristics of the four seasons and the order of seasonal rotation. Before class, I chose four pictures of spring, summer, autumn and winter and arranged them around the activity room. In class, I told the first paragraph of the story while manipulating my fingers and asked, "What season is this?" The children said in unison, "Spring." "Spring is just like mother snail said. Have the leaves sprouted? What other beautiful scenery are there? Let's help the little snail find it! " The children soon came to the spring, and everything in front of them was so familiar. As if in the beautiful spring when everything is reviving, they are scrambling to tell many spring scenes, such as: the grass turns green, the peach blossoms turn red, and the winter jasmine blows its horn, "Tick-tock! Hey! " Tadpoles swim happily in the water, swallows fly back from the south, and children go for a spring outing hand in hand ... Everything that happened in spring is told to them. Similarly, in the extended narrative of summer, autumn and winter, the children performed very well. Through this activity, children's understanding of the characteristics of the four seasons and the order of rotation was deepened, and their enthusiasm, initiative and creativity were fully exerted. The most gratifying thing is the birth of the new story "Little Snail" edited by teachers and children, which realizes the interaction between teachers and children. Fourth, the story teaching activities of the situational motivation method often require great enthusiasm of the participants, which requires teachers to create an emotional situation and environment that can arouse children's emotional excitement according to their age characteristics, so that they can personally observe, imagine, boldly express their wishes and experience the fun of language communication. Analyzing the story of "the most wonderful watermelon", I think the most important thing is to let children feel the wonder of watermelon and develop their thinking ability and oral expression ability. Teachers can elaborate some novel and interesting watermelon models: a handbag-shaped watermelon, a square watermelon with pulp outside and skin inside, and a big watermelon with a faucet like a water tower. In light music, the teacher wears a crown and smiles at every little VIP (played by children) like King Guagua. The children visited the watermelon exhibition with great interest, felt the magic of these watermelons initially, and happily shared their visiting experiences with friends. At the same time, they also want to know who invented these watermelons. At this time, the "king" arranged for them to watch the live performance, let them know the content of the story, and solved the mystery in their hearts. Then, the "king" asked the little guests for advice and asked them to say, "Who likes the invented watermelon best? Where is the miracle? " Finally, the "King" asked the little VIP to speak: "What watermelon do I want to invent to participate in the Watermelon Festival next year?" During the whole activity, children are always in a relaxed and free game scene. They want to talk, love to talk and dare to talk. In the communication with teachers and peers, they have developed their oral expression ability and innovative thinking ability, and experienced their happy mood, which is consistent with the spirit advocated by the Guiding Outline of Kindergarten Education. 5. Teachers and children tell some stories, and there is a certain degree of logical reasoning between the upper and lower sentences or the upper and lower paragraphs. At this time, you don't have to tell the whole story at once, but you can skillfully take the method of leaving half for your children to inspire and encourage them to think positively and tell the other half of the story. By talking to teachers and children, you will get twice the result with half the effort. For example, before telling the story of "the rabbit escaped", I simply introduced the method of teacher-child intercom to the children-let the children listen to my last sentence and make up the next sentence. After I demonstrated the first group of conversations, I asked two questions: "What does the rabbit want to be and then run away?" ? What does mother rabbit become to chase? Without thinking, the child said, "The rabbit wants to escape as a small fish, and the mother rabbit becomes a fisherman to catch the rabbit." "I immediately affirmed this. Next, I asked the children to revolve around "If you were a rabbit, what would you become and run away?" "If you were a mother rabbit, what would you become to chase? Two questions, guide the children to consider the questions from the perspective of rabbit and rabbit mother respectively, and answer them with reference to the sentence patterns of the first group of dialogues. Because this game mode of "you run after me" is deeply loved by children, there is no lack of life experience in this area, and children's participation is very high. They are completely immersed in the role, and their imaginative and creative answers are endless, especially in the imitation part. Some children are more active, and some say, "If you become a lotus leaf in the lotus pond, I will become a frog to find you." Some said, "You turn into a frog and find me, and I will turn into a dragonfly and fly away." In this interlocking question and answer, children can understand the story more accurately, experience the affection between mother and child, and develop their language expression ability. Sixth, the imitation continuation method children can learn to imitate stories, and the process of imitation is actually a process of transmitting the experience of works. Before class, teachers can prepare (or prepare with children) some objects and pictures to enrich children's relevant experience, which should be able to induce children's association around the theme of the story. For example, after telling the story of "Seven-colored Flowers", ask children to think, "Which petal do you think is the best? Why? " The children agreed that the last petal was the best one, because it made disabled Jia Wei a healthy and lively child. In order to deepen the theme of the story and provide children with opportunities to transfer their emotions and use them, I showed a seven-color flower that can tear off its petals and launched a story imitation activity, "If I had a seven-color flower ……". Around the wings of topic imagination, children boldly expressed their good wishes. Mang Guanghan said, "If I had a seven-color flower, I would use red petals to make the missing uncle Wang Wei come back quickly, so that they could. Lu Xuanya said: "If I have a seven-color flower, I hope people all over the world will get along well without war. Zhou Zebin said, "If I have a seven-color flower, I want to turn the mountain into a flat, so that cars don't have to take the Panshan Highway, and people can sit in it quickly and safely. "... the children have many good wishes in their hearts. When they enter the realm of beauty depicted in their works, they will naturally be moved by the emotions of their works and have corresponding emotions. This is a baptism of the child's mind.