First, we should have an equal dialogue with young children.
Let the children dare to say that there are a lot of verbal conversations and information exchanges between teachers and children during the day's activities in kindergarten. But many times, teachers talk a lot, and children are loyal listeners, or echo "yes" or "no". Even in planned and purposeful educational activities, teachers often ask questions like "yes" and "good", and children repeatedly echo the answer "yes!" "good!" Wait, this is the child's "chorus" without thinking. Here, the teacher becomes the only "knowledge imparting and informer", while the child becomes the teacher's "yes-man" and "dependent". Over time, children will become "robots" who can only judge right and wrong. They should not think what they think and dare not express what they express, and their development in all aspects will be limited and damaged. Teachers and children should be equal "dialogue" partners. There are differences in children's language expression, just as there are differences in height. Some children are good at communication and expression, some children are introverted and not good at expression, and some children even don't like expression. This requires teachers to have patience to listen, encourage and praise. Chen Heqin, a famous educator in China, once said: "Children like praise, no children don't like listening to good words, and no children like being scolded." The teacher's praise and encouragement is a great strength for children, and it is also an affirmation for children. For example, He, a child in my class, grew up in a single-parent family. He lacked fatherly love since he was a child. He is not only timid, but also afraid to speak. His language skills are poor, and sometimes he is afraid to say a word. At this time, the teacher couldn't help ignoring him or criticizing him rashly. I patiently guide him to speak, and he should praise him in time for any progress, so that he can know that the teacher has been listening. Since then, he is willing to express his ideas, and his language expression ability has improved.
Second, encourage equal dialogue among young children.
Let every child like to say that in children's daily activities, communication between children is the main content, and equal dialogue between children is encouraged to form life-to-life interaction. This is a good interpersonal resource, so that every child likes to talk in a happy and relaxed atmosphere. In the activities organized by teachers, such scenes are not uncommon: uniform collective activities are indeed standardized and well-trained. In this kind of "domestication" education, children are controlled and shaped by you like tame lambs, without personalized communication and personal emotional experience; In group games, it is often the teacher who forcibly assigns a certain child (such a child is smart, bold and capable in the eyes of the teacher) to play the leading role, or sing, or jump, or say, in the long run, the dominant position and "overlord behavior" of individual children are formed, which leads most children to be passive, feel inferior and lose their self-confidence in expressing themselves. "Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, experience the fun of language communication, and learn to use appropriate and polite language communication." This is one of the content requirements on how to guide children's language development in the Guiding Outline of Kindergarten Education (Trial). Children mainly engage in activities in kindergartens, such as games, educational activities and sports activities. Developing children's language in colorful activities will get twice the result with half the effort. Teachers should take the form of alternating group activities, collective activities and individual activities. Different organizational forms provide different conditions for children's communication. In group activities, children sometimes communicate with teachers and sometimes with each other. In group activities, children often have full conversations. They will communicate and discuss with their own life experiences, express their views and share the fun of their peers. In individual activities, children communicate with teachers or peers alone, and teachers can give guidance according to their specific conditions, which is really an opportunity for children who are not good at talking with people in collective situations. "Children's language learning has personalized characteristics. Individual communication between teachers and children and free conversation between children are of special significance to children's language development. " Teachers can also provide children with more optional sexual activities and service activities, which often encourage children to complete with mutual cooperation, help and encouragement. In this way, they will have a lot of dialogue and cooperation in natural contact, and every child will become full of energy and talkative. Various forms of educational organization and language communication not only provide children with opportunities for oral expression, but also help children to experience different communication behaviors in different communication situations. For example, when speaking to a group, you should speak loudly, and when speaking alone, you should not only express your wishes, but also listen to your peers in group activities.
Third, let the surrounding familiar environment have a dialogue with the children.
Cultivate children to have the opportunity to speak, create a material environment suitable for cultivating children's creative language, let the environment have a "dialogue" with children, become a stimulus and bridge for children to learn, express and explore, and create a space for children to speak. The children's world is full of beautiful colors everywhere. They like to play, draw and make. Let them participate in kindergarten wall decoration activities and encourage children to think, say and do. They are unconsciously influenced by beauty and improve their oral expression ability. The activity corner of kindergarten is the best place for every child to participate in practical activities. Here, they enjoy it, and the teacher encourages them to see, listen and speak more. For example, chickens and goldfish raised in the natural corner are children's favorite animals. In the process of observation and care, children can describe their appearance and movements, exchange good feeding methods, gain knowledge, exercise their abilities in practice and develop their language. Bring children into the embrace of nature, make full use of their natural curiosity, encourage them to touch, see, smell and listen, and let them experience and feel this colorful and ever-changing world. Every child will chirp like a bird, talk to the grass, talk to the blue sky, talk to his companions, talk to his own feelings, and talk to every novelty found in his eyes. Children nowadays will never get tired of watching cartoons. Teachers make full use of modern teaching media integrating animation, sound and writing to show children the innocent scene, so that every child can feel, learn and express the language in an immersive environment.
Fourth, with interest as the fulcrum, let children be willing to say that interest is the best teacher in education.
As children's life experiences become richer, their contacts become wider and wider, and they want to say more and more, but his vocabulary and sentences are still limited, so the language is often incomplete, not rich or even inaccurate. When listening, teachers need to help them enlarge their vocabulary and guide them to express themselves completely and accurately. Children like stories best, and teachers can let them retell them in their own language after they finish, thus developing children's language expression ability. For another example, games are children's most basic and favorite activities. Games can promote children's opportunities to talk to each other and expand the content of the conversation. They can also directly extend the content beyond the language directly used by children in their daily lives. Zhao Puxi, an introverted child in my class, usually doesn't like to talk, so his expression ability is very poor. I promoted the language communication between him and his children through various forms of games, and gradually his language expression ability improved and his language imitation ability became stronger. 5. Instruct parents to talk to their children on an equal footing, and make children want to say that in modern families, there is such a phenomenon to varying degrees, which seriously affects children's oral expression: with the improvement of living standards, every only child who grew up in a superior family environment is a treasure in the hands of several generations, and is afraid of stumbling and staying away from home, lacking communication with other children; Due to the pressure of social competition and excessive concern for children, parents are eager to "aspire to success" and let their children receive "academic" education and "various interest groups" as early as possible. In front of children, they often show anxiety and irritability. Children who have been under this negative influence for a long time become timid, introverted, afraid of interacting with others, poor in expression ability, inattentive and unsociable. There are also many parents who are used to positioning a "good boy" as a "obedient" child. The more obedient the child is, the better the child is. Parents regard their children as obedient tools and rarely give them opportunities to express their views and opinions. Guiding parents to have an equal dialogue with their children is an important part of family contact work. For example, in parent-child activities, the games in which parents and children participate together enhance the feelings between mother and child, and the father loses his majesty and the child loses his formality. What we see is laughter. At the same time, parents can not only see their children's progress, but also learn a new educational concept and apply it to their own family education; In the outing activities invited by parents in our garden, parents can observe and understand their children more truly, experience the happiness with their children, and truly realize that parents and children also need a kind of "peer" communication, thus enhancing the emotional communication and language communication between teachers and parents and parents and children. Let every parent know and realize that only by creating a warm, friendly, caring and harmonious family life environment, and letting children open themselves and develop themselves in an atmosphere full of security, pleasure and mutual trust, can children be physically and mentally healthy and fully developed. Generally speaking, the development of children's language expression ability is closely related to interest, environment and social communication ability. Therefore, the important way to develop children's language expression ability is to expand children's experience in colorful activities and provide conditions for promoting language development through education in various fields. Nothing can be done overnight, so teachers should have enough patience to encourage and cultivate children, set sail with the wind, patiently steer and reach their destination.
20 13.06
Cultivating the expressive ability of large class children in story performance
Tao Shuhong
Cultivate the performance ability of large class children around certain topics. After two years of kindergarten life, children in large classes have been able to communicate, talk, express their personal views, speak clearly and actively participate in conversation activities in Mandarin. In the period when children's language expression ability is obviously improved, they have been able to systematically tell what they have seen and heard in life and describe things. Children have a strong interest in story performance, but once they are put on the stage, they are at a loss and even stiff. When reading a book, children can read simple Chinese character stories word by word, but the tone is dull; The language dialogue between different characters is also the same tone, which is unimaginable. So how to cultivate children's expressive power?
The so-called expressive force means that children highlight and reveal their potential ability characteristics in the process of activities. In language activities, it can be shown that pronunciation, intonation and facial expressions can change according to the changes of characters and plots, and simple performances can be performed according to the content of stories. This expressive force comes from the accumulation of experience in daily life and is reflected in memories. And I made the following attempts in my daily activities:
(1) Let children learn to perform in group activities.
Group activities are the best exercise opportunities for children, especially group activities based on language. After the child knows something about the story or children's songs, he can try a preliminary performance. In this process, children are not familiar with the content of the performance, and it is difficult for children to perform and repeat. At this time, you can borrow audio-visual tools to let the children perform simple performances with the recording. The performance of group activities is basically carried out in groups.
Just like a child learning "Little Tiger's Birthday", because this nursery rhyme is very long, it is a little difficult for the child to learn. So at the end of the activity, I asked the children to discuss their roles in groups of three. Then follow the recording and perform a simple performance according to the content of children's songs. Because during the demonstration, I consciously distinguished the dialogues of different roles in nursery rhymes and added some simple actions. So during the performance, the children also learned my appearance, and their enthusiasm for learning suddenly improved a lot. Moreover, in this process, the children are immersed in their own performances, and there is no feeling of taking in everything in a glance, so they are particularly comfortable to perform. Through such performances, children's sense of cooperation has also been enhanced.
(2) Performing in regional activities or role games.
Children in large classes are not only interested in reading, but also can concentrate on reading for a long time and have a strong understanding of the content. Therefore, a small area can be opened in the language corner, where some props can be provided, such as headdresses, finger dolls and so on. While reading, you can also review what you have learned in group activities, and you can also create and perform familiar stories. Although children can consolidate what they have learned without auxiliary materials, with other tools, their inspiration can be better stimulated. Children also have a better carrier to express the content of children's songs.
In the role game, the small stage is a role game that everyone can create, and children can sing and dance here. In fact, children can give full play to their creativity here, and children of this age have a strong desire to express themselves. They will express their ideas in many ways, and some children can add their own life experiences. For some good ideas and ideas of children, teachers can let these children share them with you in common sharing.
Xiaoyi is an introverted and timid little girl who doesn't want to face any difficulties. But she likes garden activities and regional activities in this area very much, and she is very active in it. In it, Xiaoyi and his companions have business and quantity, assign roles and perform. Sometimes children meet some people who don't know how to perform during the performance, and Xiaoyi will come and ask the teacher. Inspired by the teacher, Xiaoyi will create performances with peers according to suggestions. Through the performance, Xiaoyi's personality is much more cheerful and her courage is much greater.
(3) In daily activities, encourage children to play games independently.
In free activities, we often see several children sitting together, holding their own toys and playing different roles. In fact, it is also a good opportunity for children to perform independently.
Fengfeng brought a little doll similar to a duck, and Binbin sat at a small table, so they played together. At this time, Fengfeng imitated the doll's language with a flat mouth and the same voice as a duckling, and then imitated the voice and intonation of the car to talk to the duckling. When I invited everyone's toys home, Fengfeng was still wanting more. It can be seen that the child did not deliberately perform, but was very interested.
Through story performance, children not only use verbal symbols, but also use body language, props and background music to express themselves. There are still many things that children can understand in story performance, especially how to express some abstract plots, which need to be explored and studied.
20 13.06
Talk about playing middle school and learning.
Games and teaching are indispensable in every kindergarten's one-day activities. They are interrelated, so that children will not lose interest in learning, but there are differences. For this reason, I put forward some suggestions on kindergarten, teaching and games.
Kindergarten is a specialized institution that implements pre-school social education. Kindergarten activities consist of game activities and teaching activities. Game activities in this specific educational environment are by no means equal to natural game activities, and teaching activities in this environment are by no means what we usually understand. Therefore, it is of great significance to explore the relationship between games and teaching for kindergarten teaching activities.
In the eyes of educators, the status of games and its relationship with teaching have been discussed by many educators in history, from which we can see the relationship between games and teaching in their eyes. Among them, Plato was the first person who advocated "learning from games". He demanded "don't force children to study, and advocate playing games to better understand the nature of each child".
Latour thinks that games are the highest form of children's self-expression, and emphasizes that children's imagination and creativity should be developed through games. At the same time, Montessori, a famous preschool educator, has different views on games and other teaching. Montessori opposes imaginative activities such as games and toys, and denies the important role of creation in early childhood education. He is because "only when children engage in factual activities can they produce social qualities such as purpose and sense of responsibility".
In teaching, we should understand the game thoroughly, and with the help of the game, we can realize the "growth of educational significance".
As outstanding educators in history, their historical background and different theoretical foundations have caused many differences in their specific views on education and children. However, it is precisely because of this difference that preschool education has become "diversified" and "diversified", which directly affects people's different views on games and teaching in later generations.
1. Games have nothing to do with teaching. People who hold this view believe that in the state of "separation and parallelism", kindergarten games have nothing to do with teaching, and teaching is mainly carried out in a way that children can directly accept in class. The relationship between teaching and learning is "teaching is the center, and learning follows teaching". Example: I advocate taking games as an after-school entertainment. This view holds that game teaching is irrelevant. Games can be used as a way to attract children to further teaching. Because games have nothing to do with teaching.
2. Games and teaching are equivalent. This view holds that games are learning and learning is games. There is no need to mention teaching in kindergarten education, and there is no need to have games during class and teaching time. The same activity may be both a teaching activity and a game activity. Therefore, children's activities under the guidance of teachers are described as games, and all games are given specific educational purposes. Activities that should belong to teaching practice have become "teaching" for teachers around children. This is a common concept in children's practical activities at present, which dilutes the boundary between play and teaching. I only see the connection between games and teaching, but I can't see the difference between them, so I confuse the two.
3. Teaching and learning are interrelated. People who hold this view believe that in the interconnected state, "teaching" follows and supports children's learning in games, and the relationship between teaching and learning is "learning-centered, and teaching follows learning".
This is the earliest advocacy and the most popular view in the field of preschool education. This view advocates a systematic, comprehensive and dialectical view of the relationship between games and teaching, that is, we see the internal relations and differences between them. Games in teaching, teaching in games, games in teaching, and teaching in games.
Teaching and games are intrinsically linked and cannot be opposed. Teaching is essentially a purposeful and planned guidance for children's learning activities by teachers. As a basic activity of children, game is a learning method that adapts to children's age characteristics, and there are a lot of learning activities in children's game activities. "The game has a purpose, and this purpose is a guiding point of view, which makes a person's continued behavior meaningful." If a child wants some external result, he must stick to his purpose, and the more complicated the expected result is. The more you want to stick to your goal, the longer you need a series of adaptive behaviors. For example, when children make toy boats, they must adhere to this goal and use this concept to guide their series of activities. "If a child only knows how to play boat games, then he can change the materials used as boats at will, thus breaking the hints of fantasy and triggering new factors." Therefore, there are a lot of teaching secrets in children's game activities. Kindergarten teaching should understand all aspects of kindergarten life and take games as the basic way. When organizing and guiding children's game activities, the purpose is not only to let children "play", but more importantly, to support and promote children's information activities, that is, to guide children to understand "the purpose and significance of adhering to game activities". So games and teaching are intrinsically linked.
Teaching and games are sometimes independent, which shows that there are essential differences between them.
Teaching means that teachers impart external knowledge and skills to children, with the aim of making children never know knowledge and never bring knowledge to the meeting, while games mean that children's subjects will be able to externalize their existing knowledge, skills and emotions based on what is known in too interesting activities and enjoy known activities. Teaching puts more emphasis on "purpose", "plan" and "effect", while teacher-guided children's activity games put more emphasis on "interest", "performance" and "process", so that children can move independently. The norms of the two are different, and the essential provisions are also different. Therefore, for young children, teaching and games have independent value, so don't confuse teaching and games. In the game, "interest is relatively direct, and this fact is often expressed through activities, that is, in the game, activities are its own purpose, and it has future results."
Teaching has a distinct external purpose, and every teaching activity has its special task, and it is necessary to pursue the realization of density. In another sense, as long as it is an activity that pursues the purpose and result, that is, the teaching friends are satisfied with the activity itself, it is a game, so there is a difference between game and teaching.
Learning can't be boring and there is no entertainment. Only when children learn through games can they be better and more acceptable, and can they learn and understand knowledge more easily, because children are naturally fond of playing. Based on this, it can be said that games are very important for learning.