First, develop children's language ability in conversation activities. Conversation is language communication in the form of dialogue, that is, asking and answering questions, or speaking. Develop children's oral expression skills.
(A) morning activities in the conversation
In practical work, we find that children who don't like talking always listen to others, while children who like talking like talking. In view of this situation, we make full use of the morning activities and focus on guidance. The Development Guide for Children Aged 3-6 also clearly points out that "it is necessary to create a free and relaxed language communication environment for children, encourage and support children to communicate with adults and peers, and let children want to speak, dare to speak and like to speak, and get a positive response. Provide children with rich and suitable reading materials, often read books and tell stories with children, enrich children's language expression ability, cultivate reading interest and good reading habits, and further expand children's learning experience. "
As a teacher, first of all, we should be close to the children, so that the children can feel the kindness of the teachers, have no sense of bondage to the teachers, and dare to speak. Secondly, teachers should be good at seizing the opportunity to stimulate children's desire to speak. For example, in the morning activities, we communicate with children according to their inconsistency in coming to the park. "Where did you go to play with your parents after dinner last night?" "Is there anything happy you want to tell the teacher?" "What did you find on your way to kindergarten?" Wait, at the beginning, children or teachers ask and they answer. As time went on, the children's words gradually increased. Sometimes, they can tell us and our peers happily without the teacher asking. For those children who don't like to talk at ordinary times, the teacher talks and chats with them purposefully, encouraging them to speak boldly, so that every child's language has been exercised and developed.
(2) Dialogue in life
In our daily life activities, in order to avoid the phenomenon of waiting, "rhythm" is more and more filling children's time. Children play various finger games over and over again under the guidance of teachers, or watch cartoon videos. Although it seems that they are not idle, in fact, the children are waiting there. In view of this situation, we made an attempt to guide children to talk with their peers after adding meals and washing their hands before and after meals, and to talk about their gains or questions in educational activities. Using this simple review, teachers and children have some targeted dialogues and interactions, encourage children to express their views boldly, and fully mobilize the enthusiasm of children in an orderly situation.
Second, develop children's language ability in educational activities. It is far from enough for children's language learning to rely only on language classes and corresponding language activities. Children's language training must also penetrate into various courses. Teachers can help children use language to tell stories more through guidance and tips, promote children to want to speak, dare to speak and be willing to speak, and always improve their language expression ability.
(A) the infiltration of language education in music activities.
In the past, when I organized music activities, I simply guided my children to memorize lyrics and tried to compose lyrics and actions. In music appreciation, teachers guide more languages and speak more, while children listen more and speak less. Through learning, we realized the integration of courses and the commonness of different courses, so I tried to develop children's language in music activities. For example, lyrics analysis, I show courseware and pictures, so that children can creatively say the lyrics. In music appreciation, we show children a piece of music and let them imagine "what do you feel in this piece of music?" "What language can you use to describe its artistic conception?" In this kind of activity, we give children enough space to play freely, let their thoughts fly freely, tell them in a complete and coherent language, and the teacher records their imagination as a listener.
(B) infiltration of language education in artistic activities
Children's world is rich and colorful. They like painting, playing and making. When their beautiful works are displayed in front of everyone, they are also very proud and eager to share with their friends. In the past activities, teachers often neglected to let children comment on their works. First, there was not enough time for activities, and the teachers hurriedly finished commenting on the works. Second, because the child's language expression ability is weak, the teacher arranges it instead. Therefore, it greatly limits the development of children's language. In order to make up for this situation, we made the following attempts:
1. Pay attention to the narrative of children's own works. After every art activity or art activity, I will spare enough time for the children to tell their works. Ask the children to say clearly what they draw. What color is it? What's the significance of this painting?
2. Learn to correctly evaluate other people's works. In life activities, we try to guide children to evaluate other people's works in accurate language, such as: Why is her work good? Where is it still? What did you learn from this painting? What is worth learning, and so on? Through such questions, children can tell and comment from different angles, so as to boldly tell and evaluate their works, which not only cultivates their painting ability, but also develops their oral expression ability in a relaxed and pleasant atmosphere.
(3) Infiltrating language education in the field of science.
In kindergarten science education activities, teachers should not only guide children to feel the fun of science through practical operation, but also guide children to express the process and results of scientific practice in language. Through exploration, thinking and trying, children have a profound understanding and experience in the activities, and have a strong desire to express and communicate. They express their opinions, argue with each other, share their language with their peers, and under the inspiration of the teacher, sort out the exploration process and findings and express them in coherent and complete sentences, with clear thinking and strong logic.
Third, develop children's language ability in district corner activities.
District corner activities are activities that teachers set up a certain educational environment according to children's interests and development needs, so that children can develop in an all-round way through interaction with materials, peers and teachers in a specific environment. A good activity area should be both a game and a teaching, that is, it has teaching value and maintains the nature of the game. So the activities in the activity area are also the focus of our day's activities.
In the previous activity area game, I focused on children's play to see if children can play in the area and whether they can play. The teacher's instruction is limited to "What should you do?" "How did you do it?" Simple guidance, in continuous learning, we also realize that regional activities should have goals, not just play, and there should be interaction between regions, not regional closure; Children should give full play to their subjectivity rather than passivity in regional activities, which is closely related to children's language communication. Therefore, I made the following attempts in combination with the actual situation:
1, give children a chance to speak boldly. In the past, I organized corner activities, and the rule was that the teacher told the children to listen. It was inevitable that some children felt that the rules were unreasonable and did not cooperate. So now, every time we add an activity area or put in new activity area materials, please ask the whole class to discuss together: how to play this activity area, what rules should be formulated and what order to follow, and the whole class will brainstorm and then express their views in groups. After discussion, the whole class decides which one is the most reasonable and which one to adopt.
Teachers should ask more enlightening questions. "There are thousands of questions hidden in one question?" In the activity area game, it is very important for the teacher to ask questions, and a simple sentence will have an activity goal. For example, say to the children in the building block area, "What do you want to play in the building block area? Think about what the tall building you built looks like. What kind of building blocks are you going to use for who? " In this way, when children play, they will build according to their predetermined plans, and at the same time, they will put forward some ideas and ideas to share their ideas with their peers.
3. Language exchange between regions. I found that when children play corner games, they usually play and chat in their own groups, and there is little interaction and communication between regions. In view of this situation, our teacher first throws questions and guides the children: "There are guests at home, shall we go to the supermarket to buy something?" Through the guidance of the teacher, children gradually enter the role and can talk and communicate freely in the game.
4. Comment on the activity area.
At the end of the activity area, evaluation plays the role of finishing touch. It is not only a summary of this activity, but also a requirement for the next activity, and it is also an experience of children's language development. In previous activities, teachers generally concluded that children only listen with their ears. Now we have given children enough time to "talk". We let each group of children tell their own works, and let the children tell and show their own works in complete language, so that the children have a good summary of the game, which not only expands their thinking, but also mobilizes their enthusiasm and gives them something to say.
Fourthly, develop the language ability of kindergartens in outdoor sports activities.
Outdoor sports games are children's favorite games. Out of the activity room, the children are flying freely on the playground like caged birds. Everything outside attracts the children's interest, and their little mouths keep chattering. At this time, teachers can guide children to talk about what they see with appropriate words and increase their vocabulary. In the process of group games, children have a lot of activities and high interest, and sometimes they can't control their emotions. Therefore, in the process of organizing activities, the teacher asked the children to observe the teacher's movements first, and then say what they did after imitating anesthesia. You can also let children try different methods to express their good ideas, let them pay attention to the alternation of activities, let children tell the characteristics of activities through their own experiences and develop their language.
In a word, language education is very important in early childhood. Through the infiltration of language education in all aspects of day trips, children's abilities in all aspects can be developed and a solid foundation can be laid for their future study, life and work. Let's develop children's language from the bits and pieces of their lives.