Goals and approaches of children's language education i. Goals of children's language education
The "Guidelines for Kindergarten Education (Trial)" promulgated by the Ministry of Education set the following goals in the language field: First, be willing to talk to people and speak politely; Second, pay attention to each other and understand everyday language; Third, you can clearly say what you want to say; Fourth, I like listening to stories and reading books. Fifth, you can understand and speak Mandarin.
Through the understanding of the objectives of the outline Chinese education, we can divide the general objectives of children's Chinese education into four aspects, namely, listening, expression, appreciation of literary works and early reading, and educate children from the following aspects.
1. Listening: Cultivate children's habit of paying attention to listening and develop their language understanding ability. Listening is the behavioral expression of children's perception and understanding of language, and it is an indispensable behavioral ability for children's language learning and development. 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.
2. Expression: Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's thinking ability and language expression ability. It is one of the main manifestations of children's language learning and development to express and exchange personal views with certain language content, language form and language use. Only those who know the function of expression, are willing to express their views to others and have the ability to express themselves can truly communicate with others.
3. Appreciation of literary works: guide children to contact excellent children's literary works, let them feel the richness and beauty of the language, and help them deepen their experience and understanding of the works through various activities. Therefore, it is necessary to create opportunities for children to learn various literary works as much as possible.
4. Early reading: cultivate children's interest in simple marks and words that are common in life. Use books, paintings and other methods to stimulate children's interest in books, reading and writing, and cultivate their skills before reading and writing.
Second, the content and methods of children's language education
Content: professional language education content and infiltration language education content.
1. Specialized language education: refers to the learning activities organized according to the law of language education, which is an effective way to achieve the goal of language education, an implementation link to organize and transmit the content of language education, a concrete means to carry out the task of language education, and a process to teach children to learn language knowledge, language forms and language application skills.
2. Types of professional language education activities
Specialized language education activities mainly include telling activities (pictures and cartoons), listening and speaking activities (language games and conversations), literary activities (stories, poems and essays) and early reading.
3. Infiltrating language education: ① Guide children to learn language in daily communication. ② Develop children's language through regular theme activities. ③ Develop children's communicative language through corner activities.
Ways: Conduct language education by organizing special language education activities, through all aspects of daily life, through games, and randomly conduct language infiltration education in educational activities in other fields. Let's talk about how to design and organize special language education activities (language classes).
Third, the design of language education activities for children
To organize language education activities well, it is very important to design a language education activity plan. When designing the scheme, teachers should set the goal of Chinese education activities, choose the specific content that can achieve the goal, and choose the activity mode that is suitable for the content. Therefore, it can be said that the design of language education activities by teachers is a process of transforming certain goals, contents and activities into specific programs, and it is also a concrete embodiment of exerting educational influence on children in a planned, organized and purposeful way.
When designing any group or language education activity, teachers must pay attention to children's language experience. Only by taking children's language experience as the starting point can we ensure that the designed activities meet the needs of children's language development and can the designed activities really promote children's language development.
The principle of paying attention to children's experience includes the following two meanings.
1. Consider the current development level of the educated, that is, the experience they have gained. If you don't master the language development level of the children in this class, the designed activities may become aimless activities. For example, organize a small class of children to have a situational dialogue? Guest? Teachers need to observe and understand the children's experience in this class, and whether they have mastered the polite expressions commonly used when they are guests.
2. According to the child's original experience, consider what new experience to provide to the child. These new language learning experiences should be based on the experience that children have already gained.
For example, when children participate in situational dialogues? Guest? In this activity, teachers can guide them to further understand and master? Guest? New ways of communication and language use, old experience and new content will arouse children's strong interest in learning. So, what is the new content of the language learning experience for the children who participate in the activities? Jump and reach out? Fruit is challenging. When children actively participate in activities, they can re-absorb this part of experience and turn it into the experience they have gained through learning.
Fourthly, the organization of language education activities in kindergartens.
The result of activity design is a complete static plan. The organization and implementation of activities has become a series of dynamic development processes due to the participation of children. During the whole activity, many problems need to be solved, such as how to grasp the key points and break through the difficulties, that is, how to accurately transform a high-level goal into multiple low-level goals. In the teaching process, how to step by step, from easy to difficult. There is also how to allocate time slots scientifically and reasonably.
Generally speaking, each teaching content can be completed in one class, two classes or three classes, and the teacher should look at it according to the depth of the content and the acceptance of the children. In teaching, the lead-in part of the classroom should be more exciting, which can attract children to enter the learning state quickly and take up a short time. The key and difficult teaching in the classroom, the teacher's questions to the point, can inspire and guide children to clearly understand the key and difficult points in the classroom. Too many languages, too many questions, no priority, unclear, will confuse children and confuse their own ideas. This part takes up more time, and the end of the class is natural and reasonable, taking up less time. If the allocation of time periods is unscientific and unreasonable, and the connection is unnatural, it is useless for you to prepare lessons so well in advance, and the teaching effect will certainly not reach the expected effect. This is why some teachers prepare lessons well, but when they come to class, they always feel that something is missing, and the children don't have a good grasp.
Verb (abbreviation of verb) language activity guidance
In the implementation of language education activities, teachers can play a good intermediary role in the following aspects.
1. Direct guidance
Teachers directly guide children's activities through language demonstration, inspiring questions, explanation and evaluation. According to the actual situation of children's language experience and language level, teachers generally use direct guidance to small class children or children with poor language development, or language education activities with difficult educational content.
2. Indirect guidance
Teachers guide children to actively participate in language activities through the subtle influence of their own language, language suggestion, eye contact or gesture suggestion. This indirect guidance is suitable for older children and children with better language development.
3. Utilization of environmental conditions
In essence, the use of environmental conditions is also an indirect guidance. Teachers use language activity equipment, teaching AIDS and learning AIDS, such as slides, pictures, kapok and other teaching AIDS, TV, video, VCD and so on. To stimulate children's interest in learning, arouse their desire to actively participate in activities, and help children improve their language skills in activities.
Teachers should flexibly use the above-mentioned various guiding means according to the actual situation of children's performance and activity process, so that children can always be in the best activity state, achieve their own goals and successfully end their activities.
In addition, the teacher's own language accomplishment, that is, whether the pronunciation is accurate, whether the words are clear, whether the words are appropriate, whether the content is concise and organized, whether the tone is vivid and infectious, etc. , can play a very significant role in the development of children's language.