The Outline of Kindergarten Education (Trial Draft) formulated and promulgated by the former Ministry of Education in 198 1 put forward that language education has four tasks. What is the basis? This paper makes some concrete analysis from two aspects: the elements of language and the characteristics of children's language development.

(1) Train children to pronounce clearly and correctly and learn to speak Mandarin.

1. Phonetics is one of the elements of language. The meaning of spoken language is contained in different sound combinations, and specific sounds represent specific meanings. People can understand the meaning of each other's speech by perceiving meaningful sounds combined with specific rules. This sound is pronunciation. Language has strict requirements on pronunciation, and the subtle differences in pronunciation or tone of any word may affect the recognition, understanding and application of the word. For example, if you pronounce the word "power" as the word "money", power becomes money; Put the word "bed" in the word "boat", and when you go to bed, you become a boat; When the word "green" is pronounced "celery", vegetables become celery, and so on. These examples show that inaccuracies in pronunciation, rhyme and intonation often lead people to misunderstand the meaning.

2. The characteristics of children's phonetic development. About three-year-old children, because the hearing organs and pronunciation organs are not fully developed, some sounds can't be heard clearly, and some sounds can't be pronounced (mainly refers to consonants here. Vowel pronunciation method is relatively simple, and it is not difficult for children to pronounce it), for example, pronounce G and K as D and T, such as Brother-Duo Duo, Happy-Dao Xing, boiled water with a mouthful of moss water, and chocolate with skill or skill: pronounce F as H, such as eating-making a phone call; I can't tell L from N. Like grandma-come, come, I am coming-I am upset. The most difficult sound for children to learn is tongue-spitting, because the pronunciation is complicated and the parts are hidden, so it is not easy for children to imitate it directly, so they often use flat-tongued or lingual sounds instead, such as teacher-Lao Xi, Lao Si, Lao Ji, che-qi, branch-base, posture and so on. Children also have difficulties in phonetic combination and syllable conversion. Sometimes, a single tone is pronounced correctly, but one sentence is still inaccurate. For example, "Come on, old man" is "sent by old truant". However, children's pronunciation develops extremely rapidly. They have a strong imitation of pronunciation and great plasticity, and can learn to pronounce various pronunciations according to the phonetic patterns provided by the environment.

With the growth of children's age, the plasticity of pronunciation imitation gradually becomes smaller. In the future, they can only master the pronunciation in the local language, and Mandarin and foreign languages are difficult to learn. Some foreign scholars believe that learning a foreign language must begin before the age of twelve, and it is difficult to learn authentic spoken foreign language beyond this age. It is often the case in life that a southerner who works in Beijing as an adult speaks with a local accent despite living in Beijing for decades. A child born in the south lives in Beijing, and it won't be long before he speaks fluent Beijing dialect, which is no different from a child born in Beijing. China is a country with many dialects, which often brings difficulties to oral communication because of the inconsistent pronunciation. The promotion of Putonghua in China has been fixed by law, and Article 19 of the General Outline of the Constitution stipulates: "The State promotes Putonghua which is commonly used throughout the country". This work can only be effective from early childhood, and kindergarten teachers should have enough understanding of this problem. In small classes in kindergartens, the phonetic education of Putonghua should be the focus of language education.

(B) enrich children's vocabulary

1 Vocabulary is another part of language, which represents the meaning of language. Because language is meaningful, it can be a tool for thinking and communication. If language has no meaning, then language itself does not exist, so it can be said that there is no language without vocabulary.

Vocabulary is the general name of words, which is made up of thousands of words. According to relevant data, the vocabulary of a language ranges from tens of thousands to hundreds of thousands. Words have the following characteristics: ① Each word has a certain meaning or function, some words can represent several meanings, which are called polysemous words, and some words can express the same meaning or similar meaning, which are called synonyms or synonyms, such as mother, mother, beauty, beauty. Different words form sentences according to certain rules, which can express complete meanings. Words can name all kinds of things and phenomena, but words are not the names of specific things, but the names of a class of things, such as "chrysanthemum", which can refer to all chrysanthemums of different colors, shapes and varieties, rather than a specific chrysanthemum, so words are general and can be used as the names of concepts.

For a language, rich vocabulary means that the total number of words in the language is large. For a person, a rich vocabulary means that he has more positive words. The richer the vocabulary, the stronger the ability of language understanding and expression; The richer the vocabulary, the more concepts are accumulated and the more ideas and knowledge are stored. Therefore, a person's vocabulary not only directly reflects his language level, but also reflects his ideological level and knowledge level to some extent. Whether a nation's language is rich or not is also determined by vocabulary. Stalin said: "Vocabulary reflects the state of language development. The richer and more complex the vocabulary, the richer and more developed the language will be. " ①

Through the analysis of the nature and function of vocabulary, we can clearly see that enriching children's vocabulary can promote the development of children's language and thinking ability and enrich children's knowledge and emotion.

2. The characteristics of children's vocabulary development: the number of words increases rapidly. At the age of three, the vocabulary is about 800 to 1 100; at the age of four, it is 1600 to 2000; at the age of five, it is 2200 to 3000; at the age of six, it can reach 3000 to 4000. This growth rate is unattainable in the later period. But compared with adults, it is still poor, because the vocabulary of adults is about 12 thousand to 13 thousand.

The order of children's vocabulary expansion has the following characteristics:

(1) From concrete to abstract. Children first master the name words that represent the things that children often touch and the frequently-occurring name words, that is, concrete nouns and verbs. Some nouns with high generalization level are difficult to master. For example, children can learn the words "mud" and "dirt" without difficulty, but it is not easy to master the word "land". Nouns, numerals and related words representing the concept of time are generally mastered late because they are abstract.

(2) From simple to complex. There are many things and phenomena whose differences are not obvious, but they are expressed in different words. When children learn these words, they usually learn a few words that they often contact first and use them to replace other words. For example, there are many verbs that represent hand movements. Children usually learn the word "take" first, and then gradually learn to grasp, take, take and lift. For example, there are many quantifiers, the distinction is very fine, and the collocation is not standardized. It's hard for children to distinguish and remember so much. They can only remember a few quantifiers that they often touch. For example, they are often used to replacing all quantifiers with "ge", and then gradually distinguish "a flower", "a piece of paper", "a car" and "an airplane".

(3) First, master the words that often appear.

It is easy for children to learn the words they often touch repeatedly. For example, demonstrative pronouns (this, that, here, there, this, that, etc. ) and personal pronouns (I, you, him, us, you, them, etc. ) are relative, but because of frequent contact and use, children master it earlier. Another example is the words "no", "return" and "yes". Although it is an adverb, it often forms words such as "don't", "don't give", "bad", "want", "have" and "not yet", and children learn to use it very early in their daily life. There are also words such as "care", "waste" and "courage", whose meanings are still complicated, but because these words often appear repeatedly in situations closely related to children's lives, children can also use them. For example, children in small classes will say, "I am brave. I don't cry when I take injections." Children in other small classes will say "it's wrong to waste one grain" when they see their peers spilling rice on the table or on the ground. The principle from concrete to abstract is still followed here. What children use is not the abstract meaning of words, but the concrete meaning of words.

From the above analysis, we can see that the expansion of children's vocabulary has a great relationship with the development of children's cognitive ability. Children do not observe carefully, distinguish things and phenomena roughly, and have little memory capacity. Only words that are frequently used can be remembered. It is not easy to learn the specific images of children's thinking, some words that cannot be directly based on specific things and phenomena.

With the development of children's cognitive ability, the understanding of word meaning gradually deepens. After proper education, children in large classes have been able to master the conceptual meanings of some commonly used words. For example, children in primary and middle schools can also use the word animal, but they only gain a perceptual knowledge in the process of frequent contact with animal toys and small animals, and directly feel that these things can be called animals. Children in large classes can understand the essential characteristics of animals and master the conceptual meaning of the word "animal".

With the development of children's word formation ability, they can take apart the words they have mastered and recombine them with other familiar words to form new words. For example, spring can be composed of spring breeze, silkworm, Chun Mei, spring flower, Spring Festival and spring, and the days of spring can be composed of sunny day, rainy day, cloudy day, spring, summer, autumn and winter, sky, rising every day and Sunday.

With the development of children's time concept, counting concept and ability to understand the internal relationship of things, children have more and more words representing time concept, and some related words and numbers are gradually mastered by children. When children are five or six years old, all kinds of words appear in the language.

In a word, although children's vocabulary has developed rapidly, it is still insufficient in quantity and quality, so enriching vocabulary is still a long-term and arduous task. Preschool teachers should teach children all kinds of common words anytime and anywhere according to their cognitive level and combined with various activities, instead of memorizing some words that they don't understand and are difficult to use in isolation.

(c) The development of children's thinking and oral language skills.

1. Developing oral language expression ability is the primary task of children's language education. The so-called oral language expression ability refers to the ability to organize words to express their meaning and actually use language. The communicative function of family language is realized through expression. Teaching children correct pronunciation and enriching children's vocabulary are all preparations for cultivating children's expressive ability, and promoting the formation of children's oral expressive ability is the ultimate goal of language education.

2. The relationship between understanding and expression, that is, listening and speaking ability. Listening means asking children to like listening and understanding. Whether talking alone or listening to others as members of a group, they should concentrate on listening, think carefully and try to understand what others are saying. Speaking, including dialogue and telling, can speak according to other people's needs and is willing to answer other people's questions. You can make it clear what you need to say when you speak, and you can speak boldly in front of the group.

Listening and speaking are closely related and promote each other. Listening is the basis of speaking. Before speaking, children first establish the auditory representation of speech by listening, and then gradually speak. In the concrete communication process, listening points out the direction of thinking. Only by listening and understanding carefully can we know what to say. Accumulate language materials for listening and speaking. Only by listening attentively can we learn more words and expressions. It is said that the inspector of listening can know how much he has heard clearly and understood by speaking; Say that you can further supervise and listen; In order to speak well, we must listen to others more attentively; You can also deepen the memory of words by speaking.

To understand and speak well, we must think. Thinking ability is developed in the process of listening and speaking. Thinking has been developed and listening and speaking level has been improved. In language teaching, preschool teachers have several habitual teaching terms, namely, listening carefully, thinking seriously and speaking boldly, which illustrates the relationship between them.

3. The development of children's language listening is closely related to the development of attention, memory, thinking and self-control. Because children have no intention to pay attention to and remember, and their thinking is concrete, they don't like to listen to boring language, but like to listen to colorful and expressive language. For example, when the teacher described the scene of snowstorm to the children in a small class, the teacher said in a cadence: the north wind roared and snowflakes fell from the sky one by one. When talking about the wind blowing, the teacher raised a hand and shook it from left to right several times. When the snow is floating, the head is slightly raised, the line of sight moves from top to bottom, and the hand movements are also from top to bottom. Children like to listen and understand like this. Children pay special attention to language materials with plots, images, rhythms and emotional experiences. For example, stories, children's poems, or things related to children themselves are all very enjoyable to hear.

Children's attention to language doesn't last long, and they get impatient after listening for a long time. If the teacher talks a lot in one breath, the child may not listen to anything. Listening, speaking and moving alternately can prolong the listening time and improve the listening effect.

Three-year-old children who have just entered the park are not used to listening to teachers in groups. When the teacher talks to everyone, he doesn't think he is talking to him, but when he speaks alone, he can listen more attentively.

With the development of children's language comprehension, intentional attention and self-control, teachers can ask for listening in advance to improve children's intentionality in listening to languages and promote the development of children's listening ability.

4. The development of children's oral expression ability can be divided into the development of dialogue ability and telling ability. Judging from the development of dialogue ability, in the early stage of small classes, children mostly imitate each other, inform each other or talk to themselves, and can't speak according to other people's needs, only occasionally mixed with extremely short conversations. For example, when eating snacks, a girl of three years and three months said, "Eat red bean porridge today." A boy of three years and eight months said, "I like beans best." I put them all in a big pot to eat. " After a while, the girl said, "The bean skin is delicious." The boy represents the theory and says, "beans.

The skin is delicious. After a while, the boy said, "It's terrible." The girl said, "It's delicious, it's delicious."

The dialogue between teachers and students is more targeted than that between children, because teachers can ask some questions according to the content and children's understanding ability, so that the dialogue can continue. For example, a boy of three years and nine months came to the garden in the morning and volunteered to tell the teacher, "I was playing with snow at home yesterday and found some icicles." The teacher asked him, "Where did you find the icicles?" The child replied, "I found some icicles on the stone of Qinqin's house." The teacher asked again, "What are icicles like? How does it feel? " Children answer: "thin, long, cold, and many, many, have fun."

Under the teacher's education, the dialogue ability of children aged five to six has developed obviously. There is a dialogue between children, and they can discuss issues of common concern. For example, once a small class teacher went to the middle class to get a pot of flowers, and the children in the middle class talked about it. Some say it's a middle-class flower, not a small class. Some people said that flowers should be sent to Xiao Ban's younger brothers and sisters, but someone immediately retorted that if Xiao Ban wants to see flowers, he can come to Zhong Ban. However, more and more people believe that middle-class children should care for and care for children in small classes. In conversation class, I can often talk about my own views around a question. In the game, there are more dialogues.

Children in middle class and big class can talk to the teacher more actively, or ask the teacher to answer more complicated questions, but the dialogue between teachers and students still needs some guidance from the teacher to continuously improve the level of dialogue.

The development of children's storytelling ability is mainly based on situational language at the age of three to four. At this stage, the expression of meaning is incoherent, incomplete and intermittent, mixed with more gestures and expressions. For example, when describing her impression of Children's Day, a girl who just turned four said: "Kindergarten is very fun, with many flowers and many guests, pandas, big dolls, children with many gifts, singing and dancing. I play mother rabbit, and that big ear can move. I like Children's Day best. " Make gestures while talking to supplement the lack of oral expression.

With the growth of children's age, the enrichment of activities and the development of cognitive ability, children's desire and need to independently express what they see, hear, do and think to others are also developing. Under the influence of education and environment, children's coherent language gradually replaces situational language in constant expression practice. After children enter large classes, coherent language has developed obviously. For example, a five-year-old and three-month-old boy told a story about the labor process and said, "Yesterday, my father bought new broad beans, and I went home to peel them with my father. My father taught me to split them in half first and dig out the beans, so I split them in half and pulled out the beans. Later, my mother packed it there and sent it to me from jiaozi. Later, my father also dropped a bean, so I picked it up and picked it up again. " Tell dad to get it. Dad will come right away. Then, then, dad swept up with a dustpan and broom. Later, dad swept up the broad bean shells. "This passage is based on the recording. This child in the early stage of the big class has been able to talk about the labor process more coherently and completely. However, due to his inexperience in word formation, sentence formation and pause, there are still phenomena such as word substitution, repetition, inversion, word abandonment and missing components. Compared with adults, there is a big gap, so he must be cultivated and developed through language education.

(4) initially cultivate children's interest in literary works.

Literary works are a model of language use, the best language model for children and an important way for children to learn words and grammar rules. In the process of listening and retelling works, children learn to speak Mandarin and express their thoughts and feelings. Literary works are the best teaching materials to accomplish the task of language education.

Children's study of literary works can develop their creative ability to use languages, because these languages are colorful and beautiful, and children often unconsciously repeat and remember them, and try to transfer and use them in various occasions. It is also because literary works have vivid and interesting storylines and characters, which are very attractive to children. They not only want to listen, but also want to create and edit them. Therefore, if you listen to more stories, you can learn to make them up, and if you read more children's songs and poems, you can blurt out poetic sentences. Literary works can also be performed. When children feel something about their works, they always like to express their inner understanding and feelings with actions. We can often see teachers telling stories or reciting poems in class, and many children make different expressions and actions in their seats with the changes of plots in their works. Teachers should use the situation to organize children to perform stories or poems, so that children have the opportunity to creatively express the artistic image of the works through performances, which not only deepens children's understanding of the works.

Literary works, in which the author speaks with emotion and image, are particularly easy to touch children's hearts and let them find the object of imitation. The educational function of the work is beyond the reach of any boring preaching.

Generally speaking, children of all ages like literary works very much, and very young children like to repeat rhythmic sentences. As soon as children in small classes hear stories, they will laugh through tears and turn their troubles into silence. The children in the middle class and the big class are listening attentively.

However, there are also a few children who often can't sit still when enjoying the works collectively because they have little contact with stories and nursery rhymes since childhood and have poor attention and understanding. Some children only like to listen to new stories and don't like to listen to retelled stories. They just want a little knowledge, have no habit of positive thinking and understanding, and have no interest and requirement in learning retelling.

Listening, speaking and acting more literary works will help children gradually learn to understand the content of the works, feel the happiness brought by the works, and make children interested in the works. Only when children are interested can the educational role of literary works be fully exerted.

From the above analysis, we can see that the basic elements of language and the characteristics of children mastering these elements are the basis of each task. Any language has three components, namely pronunciation, vocabulary and grammar. To master a language, you must master three elements of the language. Phonetics and vocabulary are not languages. Only by combining words into sentences and texts according to laws and regulations can they become the language of communication. However, children learn language not from grammar, but gradually master the rules in the process of learning expression. Therefore, although there is no specific requirement to learn grammar in the task, this requirement has been included in the third task.

The above four tasks are closely related. The first three tasks are three sides of the same problem and cannot be separated artificially. Only by teaching with words and sounds can children understand, remember and use it easily. These three tasks should and must be carried out in the same educational process. Literary works are models of using the three elements of language, and the four tasks of language education can be fully implemented in the education of literary works. In the process of oral expression and learning literary works, children master pronunciation, enlarge vocabulary and develop thinking ability. The mastery of pronunciation and the expansion of vocabulary promote the development of thinking ability and oral expression ability.

Second, the requirements for Chinese education in each class

In the "Kindergarten Education Outline (Trial Draft)" formulated by the former Ministry of Education, five language education requirements are put forward for each class, which directly correspond to the four major tasks.

Article 1: Voice requirements

Small class: understand and speak Mandarin, learn correct pronunciation, and gradually train them to make mistakes.

Middle class: Continue to speak Mandarin, learn correct and error-prone sounds, and pay attention to tones.

Big class: Insist on speaking Mandarin in daily life and pay attention to the correct pronunciation and intonation.

This paper includes cultivating the following abilities: (1) Listening and distinguishing sounds; (2) correct pronunciation; (3) can speak Mandarin; (4) Correct use of four tones.

Article 2: Vocabulary requirements

Small class: enrich vocabulary and learn to use common words that you can understand, mainly nouns, verbs, personal pronouns and adjectives.

Middle class: continue to enrich vocabulary, master more nouns, verbs, adjectives, quantifiers and pronouns, and learn to use commonly used adverbs (such as now, Huan, very, etc. ) and conjunctions (and, follow and equal) to understand the meaning of words.

Big class: continue to enrich vocabulary. Master more notional words, learn to use adjectives to describe things in different degrees (such as big, bigger and biggest), and learn some commonly used function words such as prepositions (such as being, thinking and obeying). ) and conjunctions (such as because, so, if, etc.). ), and master and use some synonyms.

This requirement includes: (1) enriching various words; (2) correctly understand the meaning of words; (3) Use common words correctly.

Each category requires gradual deepening, and the rich vocabulary extends from nouns, verbs, adjectives and pronouns to numerals, quantifiers, adverbs and conjunctions; Expand from notional words to function words. This is in line with the law that children accumulate words.

Article 3: Dialogue ability requirements

Small class: learn to listen to the voices of adults and peers, be willing to talk with others, and express your demands and wishes in short language.

Middle class: can pay attention to other people's speeches, answer questions boldly and clearly, and express their ideas.

Big class: Listen to others' speeches and dialogues politely, and be able to clearly express your own requirements and knowledge.

This article includes: (1) the ability to listen to others; (2) dialogue ability; (3) the ability to express personal wishes.

Article 4: Requirements for telling pictures in a coherent way

Small class: gradually learn to say the main content of the picture in simple sentences.

Middle class: Learn to tell the content of the picture in complete sentences, and can apply the new words learned to the story.

Big class: tell the picture content completely and coherently, speak naturally and generously, and gradually overcome some prominent language diseases in oral English.

This paper embodies the order of cultivating coherent narrative ability. First, it is required to speak the central content, second, it is required to speak coherently, and finally it is required to speak fluently. It also includes cultivating children's thinking ability.

Article 5: Cultivate interest in children's literature.

Small class: I like to listen to the teacher telling stories and reciting nursery rhymes, get a preliminary understanding of the main contents of the works, remember eight to ten nursery rhymes, and learn to retell one or two short stories with the help of the teacher.

Middle class: understand the content of stories and poems, remember the main plot of the works, recite eight to ten poems and repeat three to four short stories.

I like reading books and listening to children's radio festival.

Big class: Read eight to ten expressive poems and retell three or four stories. Learn to judge other people's stories.

Cultivate children's love for reading and reading, listen to children's radio and talk about some content.

This paper includes: (1) cultivating interest; (2) Understanding, memorizing and expressing a certain number of works.

The language education requirements of the above classes are formulated according to the tasks of language education and the language development level of children of all ages.

Review thinking questions

1. What is the task of children's language education? What is the basis and what is the relationship?

2. Use examples to illustrate the characteristics of children in mastering pronunciation, vocabulary and expression ability.

3. What are the language education requirements of all ages?

4. Please use Putonghua pronunciation as a comparison to investigate the pronunciation problems of local children.

① Stalin: Marxism and Linguistics, People's Publishing House, 1953,

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