Continuing education of professional and technical personnel
August 4, 1965 438+07
Kindergarten language education is of great significance to the development of children's language ability, and it is an important aspect of preschool education. Mainly to provide a free and relaxed language communication environment, cultivate children's language communication habits, improve children's language communication ability, and at the same time guide and improve children's ability to listen to and appreciate children's literary works, so as to prepare for further study after entering school. However, in many years' educational practice, the author finds that there are some problems in children's Chinese education, such as Chinese teaching in primary schools, which only attaches importance to teachers' speech and ignores children's oral expression, with weak goals, isolated Chinese education and lack of creative factors. This paper expounds the significance of language education in kindergartens, points out the existing problems and discusses the countermeasures.
Language education activities in kindergartens run through children's daily lives, which are purposeful, planned and random, and can promote the all-round development of children's language ability and make them grow up healthily and happily.
First, the significance of kindergarten language education
Language is not only a tool for people to communicate with each other, but also a tool for people to think. Languages include spoken and written languages. Language education in kindergartens mainly refers to spoken English. Kindergarten's whole-person development education, organizing activities and managing children's lives are all carried out through language. 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 language correctly can they talk about all-round development. 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. Thinking is the core of intelligence, so language plays an important role in improving intelligence. 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 aspect of children's education now and in the future.
1. Early childhood is the best time for language development.
After the age of three, the child's brain develops rapidly, and various organs gradually mature, especially the development of language. Children in this period love to learn words. If they don't master the correct pronunciation during this period, it will be difficult to correct it later. For example, some places are so loud that there is no distinction between "four" and "ten". The "four" of tongue curl is said to be "yes", and the "ten" of tongue curl is said to be pre-lingual sound. Say "eat" as "seven" and so on. Teachers must master correct pronunciation and learn Mandarin well.
The same is true for children to learn vocabulary and grammar. Under the guidance of correct education, children can master 1000 words at the age of three, and 3000-4000 words at the age of five or six. Children can master the grammatical forms of multiple sentences from simple grammatical forms. Therefore, purposeful and planned language education for children in kindergartens can promote children to quickly master the language as a communication tool and lay a good foundation for learning the national common language.
2. Good oral expression ability is the basis of learning written language well.
In the teaching process of various subjects in kindergartens, teachers often ask children to speak completely, inspiring children to think well before speaking in an orderly way. This is conducive to promoting the development of children's agility, flexibility and logic. After long-term training, children will gain strong language expression ability and lay a good foundation for entering primary school to learn written language.
3. Kindergarten language education can promote children's all-round development.
Through language education, teachers not only impart knowledge to children, but also are an indispensable and important means to educate children to develop morally, intellectually, physically, aesthetically and laboriously.
(1) Conduct language education to cultivate children's good moral character.
Through language, children are initially educated in five loves, and their thoughts, feelings and behaviors of loving the motherland, people, labor, science and public property are cultivated. Cultivate children's initial ability to distinguish good from bad, right from wrong, beauty and ugliness through language; Cultivate children's excellent personality qualities such as liveliness, optimism, curiosity, wide interest in learning, willingness to explore and rich imagination through language; Through language, cultivate children's good moral character and civilized behavior habits such as honesty, courage, discipline, courtesy, unity and friendship, and overcoming difficulties; Cultivating children's ability to take care of themselves and live independently through language has excellent qualities such as independence, self-confidence and self-esteem.
(2) Language education to develop children's intelligence.
Children learn and develop language in the process of knowing everything. The quality of children's language development directly affects the development of intelligence. Therefore, developing children's language not only enriches children's knowledge, but also cultivates children's cognitive ability, thus developing children's intelligence.
(3) Language education to cultivate children's aesthetic feeling.
At present, language education in kindergartens is mainly carried out through stories, poems, nursery rhymes, pictures, dialogues and observations. Rich and colorful content, beautiful tone rhythm and vivid image. It can promote children to understand things around them vividly and profoundly. Through the language of artistic images, children's appreciation ability and interest in beauty can be improved, and their imagination, imitation and creativity can be promoted.
(4) Language education to cultivate children's healthy physique.
Through vivid, vivid and correct language, we can guide children to talk about hygiene, prevent diseases, strengthen their physique and ensure healthy and civilized hygiene habits.
Second, the kindergarten language education problems
1. Primary language teaching in kindergartens.
Some teachers imitate the teaching methods of Chinese in primary schools and teach children Chinese. Some even use the Chinese learning materials of the first grade of primary school for kindergarten classes in advance.
2. In language education, we only pay attention to teachers' oral English, but ignore children's oral expression.
In order to meet the needs of parents, some teachers focus on teaching children to read. In addition, oral expression only pays attention to simple dialogue and important imitation, and does not reflect the cultivation of oral expression ability.
3. Language education is not targeted.
In Chinese education, the order of teaching content is not reflected, there is no certain plan and goal, some are improvised, some are copied year after year, and no new content and new methods are injected. It is impossible to carry out comprehensive language education for children with new research results and methods of preschool education.
4. Isolated language education.
Language education is only carried out in the language classroom, without paying attention to the mutual penetration and integration of language education and other disciplines, and without realizing the organic unity of language learning and other aspects of development of preschool children and the comprehensive and universal characteristics of language itself.
5. Lack of creative factors in language education.
The design of Chinese education activities lacks creative factors, and it is still "the teacher leads the child by the nose". Many teachers can only have one language lesson according to the prepared teaching plan. When a child's speech or lecture is "unexpected", he can't improvise into educational activities. As for the creative factors that reflect teachers from preparing lessons to giving lectures, there are even fewer.
Third, to solve the problems in kindergarten language education countermeasures
1. Create a relaxed psychological atmosphere for language use.
A relaxed psychological atmosphere is an important condition for children to dare to express themselves, which reflects teachers' respect for children and the equal and harmonious relationship between teachers and students. In class, we should not be afraid of children saying the wrong thing. Don't interrupt the child to correct the language while he is talking. Teachers should allow children to say temporary mistakes and incompleteness, and believe that children will speak more accurately and completely in the process of communication. When the child is willing to express himself, the teacher should become the child's listener and show interest in listening, so as to fully stimulate the possibility of the child speaking again. There are differences in children's cognition, personality and ability, and language learning has personalized characteristics. In the syllabus, "special attention should be paid to children with language barriers", and children's language learning is meaningful only in communication. Therefore, teachers should accept their differences, not only provide opportunities for communication, but also give special encouragement to children with special needs in the process of communication.
2. Decorate colorful walls to arouse children's "dialogue".
Interest and need are the driving forces that trigger children's inquiry. The new "Outline" emphasizes that the space and facilities of kindergartens should be conducive to triggering and supporting children's language learning activities. Therefore, it is very important to attract children's attention to the wall in a potential indirect way and gradually guide children's language learning. In the past, we often arranged the environment of the wall very high, and the children not only looked up, but also looked hard and did not reach an interactive relationship with the wall. In order to stimulate and support children's active interaction with the surrounding walls and make full use of the walls, we must arrange all the walls in parallel with children's sight and become a real reaction environment.
3. Choose appropriate educational content.
In children's language learning, content selection is very important. Teachers should start from children's cognition and life experience and choose educational content broadly and shallowly. For example, small classes can choose My Home, Playing with Mom and Dad, and Toy Fair. The middle class can choose "capable hands" and "interesting books"; Large classes can choose "digital phenomena in life" and "coins". Children's language grows up in the process of application, and the application of children's language is realized in actual language communication. Therefore, in kindergarten, the content must be suitable for children, so that they have the ability to try to "speak" and make their speech progress.
4. Pay attention to the dialogue between children and between teachers and children.
Talking between children is not only a way for them to exchange opinions, but also a way for them to enhance their language ability. Conversation between children can help them turn their ideas into words, thus improving their ability to use language. Teachers should encourage children to speak in daily life and try to avoid becoming the focus of children's attention.
Teachers talk to children, not only to tell them knowledge, but more importantly to arouse them to talk more. In the process of talking with children, teachers should avoid positioning themselves as educators and exhorters. Because if a teacher always provides answers, facts or decisive opinions, his dialogue with young children will stop. Conversation can be carried out in group activities, such as group learning to discuss a problem, sharing the experience of an activity, or exploring an object, or in daily life.
5. Change ideas and improve the overall quality of teachers. Promote teachers' research on teaching connotation, objectives, contents, teaching methods and children's learning characteristics, and fundamentally improve the overall level of teachers. Renew and change teachers' ideas in various ways, and introduce various educational ideas, such as multiple intelligences, curriculum integration, creativity and other teaching ideas. Establish a new concept of early childhood education, put people first, respect children's personal dignity and legitimate rights and interests, and develop their independent personality. Understand and understand children, and admit that children have their own way of seeing the world and their own unique needs. On the basis of respecting children's needs and interests, meet their emotional, physical and psychological needs.
6. Create a relaxed language use situation to stimulate children's interest. As long as they are interested, children can focus their psychological activities on the learning object. Therefore, in order to stimulate children's interest, we should create a colorful language environment. In daily speaking, we should pay attention to a lot of contextual factors, because children learn pronunciation, vocabulary and grammar mainly through imitation, and what kind of language they will learn if they are placed in a language environment. For example, if children want to learn Mandarin, they should be exposed to Mandarin. If you want your child to learn polite language, you should let him often hear polite language. In addition, we should leave enough imagination space for children in the teaching process. For example, when students know 10 yuan, 50 yuan and 100 yuan, they can say, "What is money?"