With the development of national education, preschool education, as an important part of basic education, deserves extensive attention from all walks of life. The following are the contents of the teaching and research papers on early childhood education that I collected for you. Welcome to read the reference!

Research paper on early childhood education 1

On the Cultivation of Language Expression Ability in Preschool Education

Language ability is the foundation of all kinds of abilities, and kindergarten is the key period for the formation and cultivation of children's language expression ability. In the special environment of kindergarten, the language of kindergarten teachers also has certain particularity, which has a far-reaching impact on the growth and development of children. It can turn abstruse into simple, abstract into concrete, and at the same time turn plain into magic, which also stimulates children's interest in learning, improves children's thirst for knowledge, makes children learn more actively, and the learning effect will get a good response. Next, I will start with the shortcomings of children's language education and the measures to cultivate their language expression ability, and talk about the experience of cultivating their language expression ability in children's education.

1. Shortcomings of current children's language education

Nowadays, many kindergartens attach great importance to the study of literary works and the recognition and reading of Chinese characters, while ignoring the experience of children's life experience. When choosing the educational content of Chinese, we always rely too much on textbooks, and always choose literary works that children can easily accept from textbooks, while ignoring the excavation of the value of Chinese itself. In many kindergartens, there is still a misunderstanding that separates the relationship between spoken and written language, ignores the teaching of literacy, writing and reading, and puts aside the communicative ability and expressive ability of language. Then there is the deficiency in the creation of kindergarten learning environment. With the development of economy, many kindergartens increase investment in hardware facilities, but ignore the creation of soft environment. Many teachers don't know enough about the influence of psychological environment and fail to provide children with colorful communication environment, which leads to children's indifference and neglect of their language learning, and also affects the development and improvement of children's language ability.

2. How to cultivate children's language expression ability

2. 1 Encourage children to speak boldly.

Children who have just entered kindergarten, because of unfamiliar surroundings and unfamiliar faces, often show various negative emotions such as anxiety, less talking and crying, which is a way for children to express helplessness. It eliminates children's anxiety and indirectly contributes to the development of children's language expression ability. Kindergarten teachers can encourage two people to enter the park to help children eliminate bad emotions such as anxiety. For example, at the beginning of children's admission, kindergarten teachers should always see the advantages of children and praise them more, because children's adaptability is very strong. Therefore, under the influence of the teacher, children will soon learn to ask the teacher "good morning, teacher" or ask a child good morning, so that the nervousness and formality when the child first enters the park will gradually disappear. When children adapt to the kindergarten environment, they will develop all kinds of good habits and dare to express their inner thoughts, thus improving their language skills. Therefore, when children just enter kindergarten, teachers must praise and encourage them more.

2.2 Create a learning environment for children

When children form good habits, we should try our best to create an environment for them to speak Mandarin and stimulate them with standardized language. At the same time, we should also pay attention to the art of speaking and provide conditions for children to promote the development of language ability as much as possible. For example, children can learn nursery rhymes, poems, stories and so on. These activities can quickly improve children's language ability.

2.3 The cultivation of speech ability in the game

Children's nature is play, and play is also the main part of early childhood education. Therefore, the cultivation and improvement of children's language expression ability can not be separated from games. The children in the game are the most authentic. They can boldly express their feelings and freely express what they see, ask and hear, which provides opportunities for the cultivation of children's language expression ability. At the same time, kindergarten teachers can also choose role-based games to let children play different roles. When children play every role, we develop their creativity. In addition, role-playing can also cultivate children's cooperative spirit and communicative competence. In addition, some games that can learn a language are also very important for the development of children's language ability, which can improve children's language ability on the premise of mobilizing their enthusiasm.

2.4 Seize the opportunity to teach

Because children are young, communicate simply, and actions are superior to language, they will use actions to express their emotions even if they can't say them. For example, if one child is playing with toys and another child wants to play, he will grab them directly, instead of expressing his thoughts and feelings in words, which will lead to conflicts and frustration in children's behavior. Therefore, teachers can teach children the ability to communicate and let each child learn to communicate in language. For example, in the "play house" game, peers can say who plays what role, "Let's play together" and so on, thus unconsciously letting children learn to express their ideas and at the same time improving their communication skills.

2.5 Strive for home cooperation and maintain home consistency.

Under the guidance of kindergarten teachers, children's language expression ability can really get better results, but the role of parents can not be underestimated. Modern people in China have a fast pace of life. Many parents talk about putting their children in kindergarten, but they leave them. Many researchers believe that if children's language expression ability is to be improved to a higher level, it is not enough to rely solely on teachers' teaching and school management. As parents, we should always pay attention to our children's every move, every word and deed. As long as children feel the warmth of their parents around them, they can achieve a good result. Therefore, when educating children and cultivating their language ability, parents and teachers must fully cooperate, teach at home together and contribute to their growth together. At the same time, parents and teachers should also pay attention to the methods of education. At this sensitive stage of children, we must avoid having a bad influence on children's language expression ability and all aspects of growth.

summary

After reading the previous research results, I have a deep understanding. I think in early childhood, the cultivation of language expression ability is as important as literacy. Whether in the teaching process or in daily life, teachers, parents and friends should always pay attention to the cultivation of children's language expression ability, so that children can speak freely and love to speak completely. It is the responsibility of the whole society to cultivate children's language expression ability. Starting from teachers and parents, let each of us pay attention to the cultivation of children's language expression ability. Let's create an environment for children to express themselves freely, so as to improve the language expression ability of children in the whole society.

Teaching and research papers on early childhood education II

On the Cultivation of Cooperative Consciousness and Coordination Ability in Preschool Education

Cooperation refers to a kind of social communication activity in which two or more individuals voluntarily unite to achieve common goals (common interests), achieve common goals (common interests) through mutual cooperation and coordination (including words and actions), and finally satisfy their personal interests. Being good at cooperating with others is not only a requirement for adults, but also a necessary quality for children's future survival and development. Because most only children lack partners since childhood, coupled with the excessive arrangement of adult education methods, children are closely surrounded by the adult world, unstable in development, self-centered, lacking the spirit of humility and cooperation, and often have disputes. They have little communication practice and experience, and their ability to cooperate with others cannot be developed. However, most parents are eager for their children's success and the best development of their intelligence, but they ignore the importance of social communication to their children. How to better help children learn to cooperate? The author thinks that cultivating children's cooperative ability can start from the following aspects.

First, cultivate children's sense of cooperation and skills.

Children's learning is very unconscious and imitative. Compared with the educated at any age, children are more susceptible to external infection and get educational influence from the environment. Therefore, we need to make effective use of the environment, rely on the creation of cooperative kindergarten environment, and actively create a cooperative atmosphere, so as to cultivate children's cooperative consciousness. Wall decoration is an important part of kindergarten environment. We can make use of its diversity and closeness to children, and achieve direct educational influence on children through wall decoration. Actively create some wall decorations that can reflect the spirit and theme of cooperation, set off the cooperative atmosphere of kindergartens, and further exert the subtle educational influence of wall decorations. For example, we can use anthropomorphic methods to deeply recreate the knowledge wall decorations that introduce human organs, so that they can truly become talking walls, so that children can not only understand that each organ has its own function, but also understand that the close cooperation of each organ keeps everyone healthy. In everyone's life, cooperation is everywhere, so that the educational value of wall decoration can be reflected to the greatest extent. We have noticed that communication between children often begins with common games and activities, and they get familiar with each other through common play and gain exchange experience. Therefore, teachers should provide children with more space for free activities and let them communicate freely in activities, so as to achieve the purpose of cooperation. They can also organize children to watch various cultural programs for children to enjoy and discuss. Why are the performances of these actors so wonderful? After discussion, I really understand that only actors can cooperate with each other and assume the responsibility of cooperation.

Second, the scientific formation and management of children's cooperative learning groups

Cooperative group is the premise of cooperative learning activities, however, it needs the careful planning of teachers in the early stage and the joint efforts of children's group members. Generally speaking, the bigger the cooperative group, the better, because the bigger the group, the more children need to have a relatively stronger ability to realize interaction, which further increases the difficulty for teachers to organize activities; Of course, the smaller the group size, the better. If we want children to benefit from peer interaction, we should not limit the number of groups to two. If the teacher tries to organize cooperative learning activities for the first time, or the children have no experience in group activities, it is recommended that the teacher use a two-person group first, preferably no more than three. If the group is large, not only the children can't interact well, but also the conflicts between the children will make the teacher very tired. After many activities, with the gradual enrichment of teachers and children's experience, teachers can take groups of more than 4 people to carry out activities. If children have accumulated rich experience in group activities in small classes, they can interact with more peers in middle and large classes at the same time. Can large classes allow children to move freely in pairs? In step? A game, or a group of three? A ferrule? In the game, children can choose their partners freely, which greatly improves the quality of cooperation.

Third, use literary works and examples for cooperative education.

In many children's works, there are topics about cooperation, and stories are very popular with children. Through literary works, we can cultivate children's good qualities such as humility and caring for their peers. Teachers can make full use of stories to educate children cooperatively. For example, through the golden house, children can be taught, and only when everyone plays together will they be happier. Through Who's Great, let children know that everyone has their own strengths and weaknesses. Only by learning from each other's strengths and cooperating with each other can they win the final victory. Because children have rich thinking in images, it is very important for teachers to set an example. For example, when decorating the activity room, many teachers hang flowers and stick calligraphy and painting together, which can make children feel the atmosphere of cooperation more directly and deepen their impression of cooperation.

Fourth, create and create opportunities for children to cooperate.

Teachers should try their best to create opportunities for children to cooperate with their peers so that children can learn to cooperate in practice. In teaching practice, I summarized the following aspects. In painting, children can be guided and organized to work in groups, negotiate with each other and cooperate with each other, just like in? Earth day? In this festival, children can cooperate to complete painting, guide them to achieve harmony in composition, color and content, and jointly create beautiful pictures, so that they can experience the happiness of cooperation and success in the process of completing pictures. In sports activities, teachers can design some cooperative games, such as putting vases, throwing nets and other equipment; Turn the cake, take the ball, two people and three feet, etc. Enhance children's awareness of cooperation and let them know the strength of cooperation. At the same time, some sports games can be grouped, such as bamboo ladder games and pin throwing games, from which children can be guided to learn to use their strengths to complete a game together, so that children can feel the sense of success in cooperation and common games. In the daily life of kindergarten, teachers should also provide children with opportunities for cooperation in time, such as moving toy baskets, lifting tables, folding quilts, and communicating with children of all ages, which can provide children with a lot of opportunities for learning and practical cooperation. Preschool teachers should constantly create opportunities for children to cooperate, guide children to participate in group games more, so that children's awareness and ability of cooperation can be continuously improved.

Five, teachers should encourage and guide children.

When children make cooperative behaviors and can study or play with their peers better, teachers should give affirmation and encouragement in time, such as? It's good to discuss cooperation! ? You two work well together! ? The teacher's approving eyes, positive language, smiling face, touching the child's shoulder, nodding to the child kindly, giving a thumbs up, etc. It can greatly encourage children, thus further strengthening the motivation of cooperation and being willing to cooperate more and more consciously. For children who are not cooperative or lack cooperative consciousness, teachers should give timely guidance and guidance, and give different suggestions according to different situations, such as: you have to discuss with him. ? You all want to be captains. No one can be a sailor, so you can't play. How about a book? What if three people read it together? Tell him we'll try it together. ? You can help him ride a horse. ? With the active encouragement and proper guidance of teachers, children's cooperative consciousness and ability will be gradually and effectively cultivated.

Ending of intransitive verbs

It is an important task for our kindergarten teachers to cultivate children's cooperative consciousness and ability in early childhood. Attention should be paid to guiding children to feel the fruits of cooperation, experience the happiness of cooperation, stimulate their internal motivation for further cooperation, make cooperative behavior more stable and conscious, make children realize the happiness and necessity of cooperation, and let children learn to get along with others, learn to understand each other, and learn to compete in cooperation and cooperate in competition.

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