Small class language teaching strategies in kindergartens 1 1. The goal of classroom teaching should focus on the language experience of small class children.
Childhood is a very important and critical period of language development. Only when children really learn to speak and express their wishes in correct sentences can they communicate freely with others and better accept the knowledge and experience taught by adults. Therefore, the goal of Chinese classroom teaching for small class children should follow the language development goal of the Code, and be established according to the characteristics of physical and mental development of small class children, the goal of small class age and the specific language development level of small class children.
Take small class story teaching "Greedy Piglet" as an example. This is a picture book story. After pigs eat and drink different things, children learn several beautiful colors as their bodies change. The story is simple, exaggerated and interesting. Every time a pig eats something, its body changes. It's cute and novel.
Set goals:
1. Feel the interest of the story in guessing and thinking, and understand the exaggerated imagination.
When you know your partner is talking, listen quietly.
Try to describe the changes of food and body found by pigs in simple words.
Starting from the expression ability of children's existing language, let children be familiar with and consolidate the plot of the story itself in the first class, let children accumulate experience and prepare for the creation of the next class.
Second, classroom teaching design should stimulate small class children's interest in learning languages.
Suhomlinski said: "Children think with images, colors and sounds." Taking advantage of this feature, in the teaching process, teachers should make the teaching process full of childlike innocence and childlike interest through colorful activities, activate children's thinking, stimulate children's desire to express, stimulate children's interest, and provide children with opportunities to speak, so as to achieve the goal of making children "like to talk".
1. Design novel teaching AIDS to attract children's language expression.
Children in small classes like big, intuitive and interesting images. Using situational teaching method, intuitive experience, understanding and expression become much easier. For example, in the story "The Greedy Pig", "Lulu the pig ate a big, red apple. Oh! The face turned red! " I demonstrated the movable teaching aid, dressed the pig in transparent clothes, and stuck the red face on transparent paper, as if the pig's face turned red at once, so that the children could experience the fun of change. Next: "Lulu the pig walked into the cold drink shop and drank a green cold drink. Wow! " "I paused the demonstration of teaching AIDS and said mysteriously," Little friend, guess what will happen to Piggy next? "According to the above story, the children are looking forward to the following changes and actively guess:" The ears are turning green! """My mouth is turning green!" ..... The children can't wait to tell their guesses. The demonstration of teaching AIDS has achieved the expected purpose, and children actively express, dare to express and are willing to express, thus achieving the purpose of language training.
2. Give play to teachers' language charm and stimulate children's language communication.
Small class children's attention is mainly unintentional, and novel sounds can attract children's intentional attention to take the initiative to learn. Our teaching attitude should be amiable from beginning to end and always smile at children, which will make children dare to express their ideas. At the same time, facial expressions, eyes and gestures should change with the development of the story, which will play an auxiliary role in the language expression of small class children.
For example, when I demonstrated the teaching aid, I said, "The pig ate a blue round biscuit, yeah! My legs are green! " Saying "ah!" Say that finish, I deliberately paused and made a mystery. The children were suddenly attracted and wanted to know what had happened. Then he said with exaggerated gestures and expressions, "My legs are blue!" The children burst into laughter and couldn't help saying, "Oh … its legs have turned blue!" " ! How fun it is! "Teachers' language situational guidance can stimulate children's desire to actively imitate learning and achieve the effect of easily training children's language ability.
3. Play games to promote children's language learning.
Games are children's favorite. According to the characteristics of children, teachers can use regular games to train children to pronounce correctly and consolidate the vocabulary learned in this lesson. The use of games should be based on the objectives and contents of this lesson, so as to achieve the language objectives of this lesson. For example, at the end of the story "Greedy Piglet", I took out Swiss candy in various colors: "Lulu wants to share its happiness and bring you some gifts, but she has a small request. When you choose a candy, you must say what color it is with the newly learned words. " Ask a child to choose. "I picked brown sugar!" Train children to describe new objects with "red ××××, green ×××". Emotional transfer, try to apply what you have learned. Small class games can use more intuitive materials. For individual children with learning difficulties, games should be used to help them strengthen their training in relaxed and happy activities, so as to achieve the goal of consolidation.
Third, classroom teaching activities need to improve the language ability of small class children.
Children in small classes have little life experience and poor language, which often affects communication activities because they don't know how to express what they want to say. Therefore, children should not only dare to express their wishes, but also master the necessary language learning skills.
1. Cultivate children's good listening habits.
In the field of language, the syllabus requires children to form good listening habits and develop language understanding ability. Only those who know how to listen, are willing to listen and are good at listening can truly understand the content, form and application of language and master the skills of language communication with others. Therefore, it is very important to cultivate children's listening behavior in small classes.
For example, the story "Greedy Piglet" asks, "What sweet things have you eaten, children?" The children in the small class are familiar with sweets and say, "teacher!" " I have eaten sweet sugar! ""I have eaten sweet apples! "... although the children answered very well, they couldn't hear other children's answers clearly and were confined to their own answers. At this time, I took the lead and said, "The children have said a lot, now! Ask a child to tell me, and other children will listen to him together! " In this way, children naturally calm down and listen attentively to their answers.
Children in small classes have weak self-control, and teachers can also hint children to listen to their peers in silent ways such as posture, eyes and gestures. Teachers should also listen to children's different opinions, and can't bind children to tell them with their own ideas. Teachers often tell stories more than once, but many times. They should also pay attention to the change of the way, arouse the enthusiasm of children to listen, and cultivate the habit of listening is a long-term process, which requires repeated and uninterrupted training.
2. Cultivate children's positive attitude towards language communication.
The process of children's language learning and language practice is bound to be a process of multi-language content exchange. The knowledge taught to children should come from life, be higher than life, and finally return to life, and can apply the new words and sentences learned in activities to life to serve children's communication.
For example, in the story "The Greedy Pig", I asked according to the picture, "What color apple did the pig find, little friend?" The child said, "Red." Say, "Yes, it's red!" Summary: "Little pig found a red apple." Ask again: "Little friend, the pig has found one ..." The child answered with a brainwave: "Red apple." Practice describing apples with new words. Finally, I asked, "Son, what else have you eaten in red?" The child began to recall and think, and actively replied: "I have eaten red strawberries!" ""I have eaten red watermelon! "... This activity enriched the adjective" red "and practiced the phrase" red apple "on the basis of affirming the child's answer at the beginning. When children are familiar with it, they get emotional and apply the words "red ××" to their lives to serve the communication.
3. Improve children's language innovation ability.
Language is the shell of thinking, and the process of children learning language is also the process of developing thinking. Therefore, in our Chinese teaching, we should create suspense, create guessing situations, let children guess the story by looking at pictures, and arouse the waves of children's thinking.
For example, in the creative activity of Greedy Piglet, what will the pig eat next? What will happen to the body? I use this situation of watching and guessing to let children talk about what pigs eat and what changes have taken place. In this situation, children clearly understand the meaning expressed by language and learn to express their imaginary stories in language. In the teaching process, teachers should let children broaden their horizons while learning the language and promote the development and leap of thinking.
For example, in the creation of the story "Greedy Piglet", I used computer animation to guide children to find pig food. When the picture comes out, the children are in high spirits and open the box: "Look, the green grapes in the fruit shop". "There are purple eggplants and red tomatoes in the vegetable supermarket." ... I took the opportunity to guide, which not only naturally generated the story content, but also inspired the children to copy many stories from the accumulated experience.
Children's language development is not achieved overnight, but a step-by-step and gradual accumulation process, which requires our long-term guidance and training. In the critical period of children's language development, we have the responsibility to explore and practice diversified teaching modes, meet the individualized requirements of children's language development, give full play to the effectiveness of language classroom, and let every child develop in other aspects and truly serve children's lives.
Small class language teaching strategies in kindergartens Part II I. Main characteristics of teaching language in kindergartens
1, organically integrate the dialogue between teachers and students.
According to the research results of children's psychology, language understanding should precede language expression in children's learning stage. In other words, in the process of teaching and even daily communication, children's understanding and expression of language are not completely synchronized. Children must first understand the meaning of other people's languages, and then absorb them understandably before they can be transformed into their own languages. In view of this situation, the teaching language of preschool teachers should be mainly declarative language, and the knowledge and social experience they know should be "stated" to children in scientific language. First of all, children should understand the specific meaning of words, and then imitate the teacher's standard to use new vocabulary. Therefore, the teaching language of preschool teachers is a "monologue" presentation process in many cases. However, this monologue of teachers should be integrated into their own true feelings and express the specific emotions contained in the text according to the specific language environment. In early childhood, students are more impressed by visualized scenes, and it is also the easiest to imitate the language that can impress them. However, when teachers emphasize the use of monologue teaching language, they should also pay attention to mobilizing students' enthusiasm to participate in the classroom and form an effective "dialogue" relationship. Build a bridge of equality between teachers and students and form a pair of interactive dialogue subjects. In the process of dialogue, teachers should convey not simple words, but real feelings. Children should learn the "rules" of using words and phrases in teachers' emotional language to "convey" the language, thus forming a heartfelt desire for communication.
2. Pay attention to the diverse experience of teaching language.
Modern hermeneutics holds that human beings mainly use language to understand the world and express their own understanding of the world. In turn, language is an important embodiment of the way and degree of understanding. In a word, we can think that language is a means for human beings to express their understanding. In the teaching process, the first thing to achieve is to fully understand the teacher's language, make the language colorful again, and even reconstruct a more ideal world. In the process of preschool teaching, preschool teachers' language is a special language activity, which is rich in teachers' unique spiritual experience, shows teachers' unique understanding and thinking about the world and society, and uses these ideological resources to construct their own teaching content. It can be said that the teaching language of preschool teachers should fully reflect the teachers' own world outlook, morality, thoughts and feelings and knowledge precipitation, and express their own way of thinking. Because people's thinking consciousness and knowledge literacy are different, they often show completely different ideas about the same thing. Therefore, in the process of early childhood teaching, teachers should pay special attention to this diversified concept of the same thing and pay attention to the transmission of different concepts in the teaching process. As an important shell of thinking, the different experiences that language can express are diversified interpretations of teaching language in children's teaching process.
Second, improve the art of teaching children's suggestions
1. Children's central position should be reflected in the teaching process.
In the process of early childhood teaching, teachers often pay too much attention to the monologue function of teaching language, but lack attention to the interaction between teachers and students, thus forming a situation in which teachers "control" the classroom. The formation of this control classroom is a vague misunderstanding of the teaching language. In the teaching process, teachers should not only be a good guide for children's language learning, but also be a listener for children's language. In order to improve children's language expression level, teachers often ask some simple expressive questions in class, and teachers should give encouragement and listening patience in the process of answering. As language beginners, children often encounter various problems in the process of expression. Teachers can't interrupt children when they encounter problems, but let students express their ideas well, then correct their shortcomings and guide students to express their ideas in a more reasonable way.
2. Enhance the humanistic characteristics of teaching language.
In the process of language expression, we should pay attention to logic and ideology, and at the same time consider the possible ambiguity of language according to the context. To pay attention to these specific problems, it is necessary to give full play to the humanity of language in the process of preschool teaching. First of all, kindergarten teachers should use love to interpret their own language. The so-called love mainly comes from teachers' love for their work and children's love. We should care about every student's situation out of our sincerity and respect the individual expression of young children. The loving communication class shows a kind of heartfelt communication, which can show the teacher's personality charm and form a benign interaction between teachers and students. Secondly, enhance the dialogue of interpretation activities. A common mistake made by teachers in teaching activities is to stick to their own "knowledge hegemony" and "discourse hegemony" and fail to stimulate students to think actively. In the early childhood teaching stage, our main training goal is to help these children who are about to enter primary school form a good way of thinking and expression. Therefore, in the teaching process, teachers should understand students' desire for expression, show students' thinking and interpretation of a problem through exchanges and dialogues between teachers and students, and form a student-oriented expression.
Third, the conclusion
Kindergarten teachers' language is an important way for preschool teachers' professional development, and the use of this teaching language can play a positive role in promoting the formation of children's language habits. Improving children's thinking ability and expression ability will also have a positive impact on the quality of teaching process and the effect of teacher-student activities. In the research of improving children's teaching language, teachers should first learn the relevant theoretical state, master advanced language concepts, and then understand the relevant content of integration theory according to their own teaching practice, actively improve their teaching language in teaching activities, and conduct in-depth theoretical and practical research on the problems in teaching.