Keywords kindergarten; Language education activities; Effective questioning
First, the analysis of the current situation of kindergarten language education activities
Educational goals do not highlight the characteristics of children.
In kindergarten language education activities, educational goals play a programmatic role, but the goals followed in the current kindergarten language education process fail to highlight the characteristics of young children. Usually, the goal of early childhood education is formulated and implemented according to the outline of early childhood education. However, in the actual implementation process, some kindergartens do not aim at the specific age characteristics and overall level of children, and lack internalization and redesign of educational goals. It directly leads to too much or too difficult teaching content for children, which affects children's learning enthusiasm and eventually leads to a decline in teaching quality. In some kindergartens, this practice of blindly following the objectives of the syllabus not only ignores the attention to the development characteristics of children of different ages, but also affects their natural development and growth. At the same time, in the current Chinese education activities, some problems involved in the classroom are not open enough, and most of the questions asked by teachers are closed, which makes it difficult to promote the development of children's innovative thinking and ability. For example, some kindergarten teachers will ask, "Is the puppy cute? Do you like it or not? " "Should children listen to their parents?" For this kind of question, the child only needs to answer "yes" or "no". This way of asking questions does not highlight the different characteristics of children, and the problem of too mechanization is not conducive to the improvement of the quality of early childhood education.
(b) The content of education is divorced from the real life of children.
At present, the content of children's language education is largely divorced from children's real life. Kindergarten teachers only consider the length and duration of teaching content when choosing educational content, without fully considering the cultural background and difficulty of educational content, which leads to some educational content can not effectively meet children's life experience and language level, thus affecting children's understanding of educational content and directly affecting teaching effect. For example, when some kindergartens tell stories, they don't realize the enlightening and educational content of the stories, and ignore the attention to children's life experience, which will lead to the story not satisfying children's interests and ultimately affecting children's appreciation and reading ability. At the same time, some kindergarten teachers only pay attention to the application of language education activities skills, and do not pay attention to the cultivation of children's learning and expression ability of language elements, which is not conducive to the cultivation of children's speech ability.
The form of education does not take into account children's personality development.
The form of Chinese teaching activities in kindergartens pays too much attention to the "indoctrination" of educational content, and only carries out teaching through narrative methods, leaving no room for children to think in Chinese teaching activities, and can not well let children carry out independent innovation. At the same time, the form of language education activities in kindergartens is mainly a one-way "output" mode, which stays in the mode of teachers speaking and children listening, leaving children with no opportunities to communicate and respond. To a large extent, the child's personality development is not fully considered. Even in collective language activities, children only interact with teachers as a group, and only a few children can communicate in this way, which will affect the overall teaching effect. This single form of education does not create opportunities for children to communicate with each other, and ignores the interaction in the classroom, which is not conducive to the development of children's early reading ability and speech ability.
Second, teachers in kindergarten language teaching activities to effectively ask questions
(A) the content of the problem of reasonable design
To play an active role in children's language education activities, it is necessary to design the content of questions reasonably. The design content of questions should not only come from specific texts, but also be close to children's lives, so as to ensure that the content of questions conforms to children's development characteristics. Specifically, in the process of effective questioning, the content of questioning should consider children's actual development level, reasonably grasp the purpose of questioning and the goal of educational activities, pay attention to the relationship between the previous questions and the subsequent questions, and reasonably set questions that need to be asked in different situations.
(2) Make full use of various questioning methods.
Effective questioning is a professional accomplishment of kindergarten teachers. In the process of effective questioning, we should make full use of all kinds of questioning methods, which requires kindergarten teachers to master the questioning methods reasonably and flexibly, such as using descriptive questions in story telling, comparative questions or classified questions in reading activities, argumentative questions in conversation, and combining different occasions of groups, groups and individuals. Only by organically combining different questioning methods, paying full attention to the development of different children after questioning, and leaving enough time for children to think positively, can we promote the development of children's ability.
(3) The content of questions should be close to children's lives.
In the process of effective questioning, teachers should follow the student-oriented principle in content selection, pay attention to the content that is close to children's life and interesting to children, and let children actively express and communicate. For example, more teaching content close to children's life experiences and feelings can inspire and educate children, and at the same time, let children choose interesting fables and fairy tales or picture books, and enhance their desire for language expression through enlightening questions, thus better promoting children to resonate with what they have learned.
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In a word, kindergarten language education is an important part of kindergarten teaching curriculum. How to put forward effective questions in the teaching process plays an extremely important role in improving the quality and efficiency of kindergarten teaching. Therefore, kindergarten teachers should fully respect the individual differences of children, combine the existing problems and innovate effective questioning methods to ensure the teaching effect.
refer to
1 Wang Fanglin. What is effective classroom questioning J. Educational Theory and Practice, 2007(7)
2 Wang Chunyan, Lin Jingfeng. The present situation and improvement of teachers' questioning in kindergarten collective teaching J. Research on preschool education, 20 12(9)
He Liu Ya. Characteristics of Children's Questioning in Science and Teachers' Coping Strategies J. Journal of China West Normal University (Philosophy and Social Sciences Edition), 20 1 1(3)
4 Lu, Hongsongzhou. Teachers' Effective Classroom Questioning: Value Orientation and Standard Construction J. Educational Research, 20 10(4)
Author: Li Na Unit: Xinzha Street Central Kindergarten, Zhonglou District, Changzhou City, Jiangsu Province