[Keywords:] children's language education principles
2 1 century needs all-round talents. Childhood is a critical period for the development and application of language in one's life. Only when children have a certain language quality and can use the language correctly can they talk about the all-round development in the future. This is because: first of all, among many qualities of people, interpersonal skills, language expression skills, reading skills and writing skills are the most basic. If a person can't understand and use language correctly, it will be difficult for him to survive. Without survival, how can he talk about development? Secondly, language is a tool and a manifestation of thinking. The achievements of human thinking can be consolidated, developed and transmitted by language. It is an indisputable fact that language promotes thinking. Thinking is the core of intelligence, so language plays an important role in improving intelligence. As the famous educator ushinski said, "Language is the foundation of all intellectual development and the treasure house of all knowledge, so we should start from it, go through it and return to it." Thirdly, in the new era of knowledge economy, learning to learn has become an important part of the training goal, and language is just a learning tool. You can get a lot of knowledge and information by listening, speaking, reading and writing. Therefore, children's language education is still an important issue in children's education at present and in the future. In many years of educational practice, the author finds that there are still many problems in children's language education. In this paper, several principles that should be followed in children's language teaching are written and passed on to peers.
First, the kindergarten language education problems
(A) language education activities only pay attention to teachers, ignoring the development of children's language use ability. In teaching practice, there are still many teachers who have outdated teaching concepts and do not pay attention to creating language use situations for children. (2) Language education is not targeted, and it is impossible to use the new research results and methods of preschool education to conduct comprehensive language education for children.
(3) Isolated language education. Do not pay attention to the mutual penetration and integration of Chinese education and other disciplines. (D) The design of Chinese education activities lacks creative factors, and it is still "the teacher leads the child by the nose". Many teachers can't take advantage of the situation and turn it into educational activities when they encounter "accidents" in their children's speeches or lectures.
Second, the basic principles that should be followed in organizing children's language education activities
2 1 century, people's language ability has been put forward great requirements. Children's language education is of great significance in children's all-round development. Therefore, we should adapt to the requirements of the times and society and creatively carry out language teaching. Specifically, the author believes that in language education, we should pay attention to the following principles: (1) Situational principle in language use. Children's language grows up in the process of application, and children's language use is also in this process. The new syllabus clearly requires "to create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, and experience the fun of language communication." Therefore, in kindergartens, teachers provide real and rich language situations for children, that is, create communication situations that can help children operate and use multi-language communication behaviors. On the one hand, in special language education activities, let children learn how to communicate with people in different language situations by using corresponding language communication methods. For example, children learn how to listen to other people's languages in conversation activities; Pay attention to understanding and using narrative language expressions in literary activities; I heard that games require children to use agile language. On the other hand, daily language communication is a truly rich language communication environment, and children can have more opportunities to communicate with all kinds of people and expand their language experience. (2) Creative Principle Creative education has been recognized by the majority of preschool educators, but in practice, many people simply put children's creative training in art education activities. In recent years, many teachers like art activities in open classes, because such activities can easily cultivate children's creativity. In fact, the cultivation of creativity runs through all activities in the education process, and Chinese education activities are no exception. Reflecting on the process of our Chinese education activities, teachers still ask many questions when communicating with children. The process of creative language education activities should be the activity environment proposed in the outline for children to "want to speak and dare to speak". The educational methods, means and measures chosen by teachers should be conducive to protecting and developing children's creativity.
(3) The principle of teaching students in accordance with their aptitude It has been two thousand years since Confucius founded it and Zhu put it into practice, but it has not been well applied in practice. On the one hand, the traditional teaching organization form-collective teaching is difficult to take care of the individual differences of each child; On the other hand, because we don't study individual differences in depth and detail, we only teach according to students' ability differences in general. A prominent feature of contemporary children's language education is that it recognizes that children's language development not only has the general law of human language development, but also has obvious individual differences, so it requires that every child be provided with educational opportunities that meet individual needs. The outline also emphasizes that "children's language learning has the characteristics of individualization, and individual communication between teachers and children and free dialogue between children are of special significance to children's language development". Howard gardner's theory of multiple intelligences, a professor of psychology at Harvard University, provides us with a brand-new perspective of "intelligence", which enables us to look at each child's "intelligence type" more objectively, better realize "teaching students in accordance with their aptitude" and ensure the high efficiency and high quality of activities.
(IV) Principles of Integration The Outline clearly points out that "the development of children's language is closely related to the development of their emotions, experiences, thinking and social communication skills. Therefore, the important way to develop children's language is to develop children's experience in colorful activities through education in all aspects, so as to provide conditions for promoting language development. "This requires us to pay attention to the principle of integration when organizing Chinese education activities, which mainly contains two meanings. The first is the integration of language education activities. For example, combining Chinese education activities with other subjects; When choosing and arranging the content of language education activities, the content of language learning should be regarded as a whole. Second, the diversity of language education activities. In the design and organization of language education activities, teachers should create different communication situations with real language use opportunities for children when organizing activities, so that the process of language education activities can become a positive interaction process jointly constructed by teachers and students. Teachers should also pay attention to infiltrating language education activities into all kinds of games and all aspects of daily life to help children expand their language experience. For example, when autumn comes, all kinds of trees in the kindergarten have changed. When you are outdoors, let the children take a closer look and find out what has changed in the kindergarten. Let children talk, imagine and express in language in time during observation, and naturally develop their oral expression ability during observation.
(5) The principle of subjective initiative This principle consists of "subjectivity" and "initiative". Activities must be subject activities, without which activities cannot be carried out. Subjectivity is mainly embodied through activities, so subjectivity and activities are inseparable. Children build and develop their own world through their own activities. Without children's subjective activities, there will be no children's development. To make children truly "independent", at least two conditions must be met: first, they should become the masters of activities and change "I want to learn" into "I want to learn". Second, we should take the initiative, have our own views and ideas, and strengthen the benign interaction between teachers and students and children. It is necessary to completely change the traditional teaching method of "full house irrigation" in the past.
(6) The principle of perceiving and accumulating a large number of children's literary masterpieces. The characteristics of memory in early childhood are mainly unintentional memory, and the younger the age, the more obvious it is. The characteristics of thinking are that figurative thinking dominates, and children's unconscious perception and learning ability are strong. At the beginning of this semester, when Mr. Wang asked the children to enjoy the prose poem "Touched", although the children in the middle class didn't quite understand the meaning of the prose poem, after listening to this prose poem with beautiful language and gentle rhythm, the children naturally expressed their feelings: "Teacher, it's really nice. Let's play again. " "I sound beautiful." Therefore, it is necessary to provide a large number of comprehensive and balanced children's literature for children to accumulate and perceive before and after meals. The so-called perception means that children are not required to understand and speak every word and sentence in the works, let alone repeat every children's literature they have heard. All we want here is a kind of edification, which is very beneficial to improve children's language accomplishment and future language creation.