Let children "want to talk" in real life.
In the language education activities in kindergartens, some teachers ask children to think clearly about the questions raised by teachers before expressing their thoughts and opinions, but the results are often unsatisfactory. Children either say nothing, or say something irrelevant to the teacher's question, or repeat what the teacher said instead of thinking and answering questions. This is because the curriculum design is difficult and eccentric, divorced from children's real life, the reason why teachers do not correctly guide children to answer questions, and the reason for the teaching atmosphere and teacher-student relationship. So, how to guide children to talk?
First of all, the choice of kindergarten language education content should be based on children's life experience. For example, in a Chinese activity in a middle class, I took out photos of children in a small class or earlier to show them who they were. The children were very excited to see so-and-so children in their class. In this case, if the teacher asks some questions close to the child's life, such as what is the difference between the child in the photo and now, do you like yourself now or when you were a child, and do you remember what happened when you were a child, the child will be willing to say and want to say.
Secondly, language teaching is carried out in various forms, and children's experience is enriched through various sensory stimuli, so that children have something to say. For example, children are interested in cartoons. Teachers can properly organize children to watch cartoons, and then let children talk about their favorite characters, favorite clips or plots, and what they have said, so that children can speak freely. Teachers can also let children choose their favorite roles to perform roles, thus developing children's language expression and imitation ability.
Thirdly, the content of language education should choose the content that makes children feel novel. Because of novelty, children are willing to express and exchange what they have seen and heard, thus developing their language ability. For example, in a language activity with the theme of car advertising, I first asked children to think about what kind of cars they have seen, what kind of cars they like, what functions they want cars to have, and what kind of cars you would design if you were a car designer. The children immediately had a heated discussion: "I like Buick." "I think Mercedes is the best." "I want to design a car that can swim in the water." ... The more children talk, the more enthusiastic they are, and this activity has achieved the educational goal I designed.
Finally, enrich children's lives and let them have something to say. Teachers should fully tap the educational resources close to children's lives, so that children can listen more, watch more and get in touch with all kinds of things in nature and society, get familiar with the surrounding living environment, enrich their life experience, and let children have something to say. Therefore, teachers should guide children to directly observe the clothes, food, shelter and transportation of flowers, grass, trees, insects, fish, birds, animals and people in nature in a planned way. On this basis, teachers can let children say what they have observed and learned, which is not only conducive to cultivating children's language expression ability, but also enables children to develop good habits of observing things and phenomena around them.
Create a relaxed atmosphere for children to "dare to speak"
In the actual process of language education, many teachers encourage children to speak boldly, but at the same time, they also inhibit the enthusiasm of children to speak. Many times it is because the educational content is divorced from the children's real life, or the teacher's explanation of the question is not clear, but he strongly hopes that the children's answers are consistent with his previous ideas. Once a child answers a wrong question, or the answer is different from the teacher's question, some teachers will ask the child to understand and think before answering, and some teachers will even scold those children who answer irrelevant questions or incorrect answers. Over time, children's enthusiasm for speaking is suppressed, which makes them change from wanting to say but afraid to say it to not wanting to say it.
The Guiding Outline of Kindergarten Education clearly points out that kindergartens should 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 requires teachers to be their friends, respect them, provide them with opportunities for free expression, wait patiently, communicate on an equal footing, accept children's language methods, meet their needs for language communication, and give help and guidance at any time. In language activities, teachers should pay special attention to those children who don't like to talk, encourage and praise them more, and make them build up confidence, think positively and speak boldly.
Provide a language environment for children to "speak"
Being able to speak means that children can speak completely, coherently, orderly, hierarchically, vividly and infectively after mastering certain grammar rules. Children's "speaking" is the result of many factors, but adequate oral practice and rich language stimulation are the key. Therefore, in language education, we need to do the following:
First of all, teachers' language should be standardized, vivid and infectious, and they should also spread their own ideas. For example, in a language activity with the theme of "skillful hands", I first introduced my mother's skillful hands and gave many examples of her skillful hands. Then, I asked the children to talk about what their father's hands could do. After the children said something, I asked them to talk about what grandparents' hands would do, what police uncles' hands would do, and so on. In this way, through rich oral expression, children's language ability will be unconsciously improved through constant expression.
Secondly, cultivate children's interest in simple symbols and characters that are common in life, stimulate children's interest in books, reading and writing by using books and paintings, and cultivate children's pre-reading and pre-writing abilities. With the growth of children's age, the contact area is getting bigger and bigger, the knowledge and experience are gradually enriched, and the number of words that can be understood is also increasing rapidly. In language education, teachers can also guide children to contact excellent children's literature works and let them feel the richness and beauty of the language. It is necessary for teachers to properly explain beautiful words and make sentences, so that children can learn to use new words correctly, thus improving their language expression ability and making language expression more complete, standardized and infectious.
Secondly, teachers can also expose children to standardized and vivid language in many ways. For example, in language activities, you can use tape recorders, television, radio and other media to give children more language listening stimulation, so that children can practice listening in intuitive and interesting situations, imitate learning unconsciously, and constantly improve their oral ability.