First, create a free, independent, rich and complete bilingual humanistic environment for children.
We define "bilingual humanistic environment" as: providing children with multi-angle, multi-directional and multi-channel bilingual experience based on children's development, making them want to speak, dare to speak and speak, and use simple English boldly and actively, so as to achieve the goal of promoting children's bilingual ability development.
(A) to build a complete bilingual learning system
1. Try to use bilingual learning to promote children's development in five areas.
In practice, we find that if children's English learning experience is separated from their Chinese learning experience, it will not be conducive to children's acquisition of a complete experience system, and it will artificially increase their burden. Therefore, we integrate English education with the five major educational fields, and organically integrate Chinese and English courses with the "theme activity network diagram" as the basic framework. The connotation of this integration is to decompose the educational goal into various fields, so that the educational content can penetrate each other, and bilingual learning can become both an educational goal and an educational means. This "English-Chinese integration" is reflected in four aspects.
(1) Integration of educational goals. Under the guidance of "Guiding Outline of Kindergarten Education (Trial)", the goals in various fields are decomposed layer by layer, and the goals in these fields are achieved through Chinese activities and English activities. Activities organized in English have both the goals of English learning and the goals required by the field. In order to promote children's all-round development, the domain goals that cannot be achieved in English activities are completed by Chinese activities.
(2) Integration of educational content. When we integrate the content of English education activities with the content of activities in five fields, we fully consider the subject characteristics and learning methods in different fields and adopt different integration methods. For example, in the field of science, in order to achieve cognitive goals, teachers should choose learning contents in various fields in Chinese activities so that children can understand and accept them; In English activities, we just need to review and expand our children's experience.
(3) Integration of educational activities. Compared with Chinese activities, English activities should be organized in interesting and diverse ways, and the age characteristics of children, the fun of games and the level of English development should be fully considered.
(4) The integration of children's English and Chinese experiences. Integrating Chinese activities and English activities under a topic that children are interested in will help children integrate their English and Chinese experiences, thus promoting their development.
2. Promote children to use bilingual communication in game activities.
Regardless of Chinese activities or English activities, teachers take "children's activities are games and games are communication" as the guiding ideology to ensure that children get different language experiences in each game. For example, the adapted sports game wolf (what time) reflects the content of language communication in the game. For another example, in corner activities, children can try to communicate with their peers in Chinese and English. In the performance game, children naturally communicate with their peers in English and discuss the role assignment. Someone said, "I want to be a rabbit. What do you want to be?" Others said, "I want to be a tiger. What about you?" "Let's put on masks .." and so on.
3. Infiltrate bilingual education into daily life.
Based on the principle of "from listening to practice", teachers organize life links in English as much as possible in daily life and encourage children to try to use these languages. For example, the game of "small fruit shop" when eating, the game of "gas station" when drinking water and the "baby dressing contest" when getting up. These life links provide opportunities for children to use English and help them form the habit of speaking English. Children will naturally speak English as long as they meet the right situation.
We also broke the class boundaries and established the "English Salon". We determine the theme of communication from children's interests, and put in relevant toys and audio materials. Foreign teachers and English teachers appear in different roles, inviting children from all over the park as guests and encouraging them to actively communicate in English.
(B) create a relaxed and autonomous bilingual environment
1. Use situational games to guide children to speak actively.
In order to cultivate children's interest in speaking and make them want to talk, teachers create a situation that can be said by organizing various forms of game activities in daily life, stimulate children's interest in language activities, and actively express their feelings and ideas in bilingual. For example, teachers in small classes will play the game of "small fruit shop" at noon every day and invite children to "buy" fruits. At this time, children will speak English with great interest and gain language experience such as fruit names in natural situations.
2. Create a relaxed atmosphere and guide children to speak easily.
Children dare to speak, which shows that the teacher has created a relaxed language atmosphere for them. In any case, teachers can actively encourage and support children when they want to talk; Even if the child makes a mistake, the teacher will not criticize and will not rush to correct it, but will say the correct sentence patterns on the premise of affirmation. Because the teacher believes that children will gradually develop their language ability and correct their mistakes in a relaxed language environment.
3. Create a language communication environment and guide children to speak naturally.
In order to make children speak, teachers should develop children's language ability through various lively and interesting activities, and at the same time seize the educational opportunities in daily life to cultivate children's language ability. For example, if a teacher drops a book on the ground, he will seize the opportunity to say "the book fell" and guide the children to apply this sentence to other situations.
(C) Integrating favorable factors in the surrounding environment to provide conditions for children's bilingual learning.
1. Bring children into the community.
This community is rich in social and natural resources. When children leave kindergarten, they can gain more language experience under the stimulation of rich environment in the community. Teachers often take their children for a walk in the community and let them learn English names such as flowers, grass, trees, wood, houses and schools at will.
2. Excavate the educational resources in the family and help parents create bilingual environments at different levels and in different ways.
Families have a many-to-one language environment, so children can naturally gain rich language experience from their parents. We have carried out different forms of parental work according to parents' different English proficiency and educational needs. For parents with strong English ability, we encourage them to talk to their children in English at home by one of their parents to cultivate their children's listening and good sense of language; For parents who have a certain English foundation, we will tell them the contents of educational activities and ask them to show their children the opportunity to learn the language at an appropriate time and give them appropriate guidance; For parents who have no basic knowledge of English, we suggest that they buy some audio materials suitable for their children, record the learning content in kindergarten into tapes, and ask them to play them to their children at home. For parents at different levels, we try our best to introduce the correct concepts about children's English learning (such as giving priority to interest and language sense) and help them create a relaxed and independent bilingual environment for their children at home.
Successful theme education can not be separated from family cooperation. Teachers can let parents actively participate in their children's learning process on the basis of respect, equality and cooperation. In order to make children develop more confidently, teachers organized parents to set up a bilingual troupe of Mom and Dad, and rehearsed bilingual dramas such as "Forest Picnic", "The Sky is Falling" and "Big Mouth Frog". By watching mom and dad's wonderful performances, children have a strong interest in bilingual performances.
Second, create a suitable bilingual material environment for children.
Bilingual material environment refers to meeting the needs of children's development, following the characteristics of children's bilingual learning, providing suitable operating materials and space for children, triggering the interaction between children and the environment, supporting children's play and inquiry activities, and thus promoting children's bilingual learning.
(A) to create a garden environment with strong bilingual characteristics
1. Provide a place for children to get a bilingual experience.
A good environment plays a role in supporting children's active learning and developing language ability. In order to give children a variety of bilingual experiences, our park has set up a bilingual reading room (Mickey Mouse Book Paradise), a bilingual film and television hall (Winnie the Pooh Theater) and an English activity room (Happy Baby House). Let children feel more fun in learning bilingualism.
2. Create a bilingual environment that can speak.
As soon as you enter the kindergarten gate, you can see a picture of a child asking everyone good morning in English. English big cards (such as expressions, shapes, animals, etc.) made by kindergarten teachers are hung in the corridors of each floor, which are accessible to children in bilingual theme activities. Chinese and English pictures of various foods are hung in the dining room, and children can use these words for simple communication anytime and anywhere. On the side of the stairs in the kindergarten, there are various colors, numbers and small footprints to remind the children to go upstairs and downstairs in an orderly manner. Small signs in Chinese and English are posted at the corner of the stairs to remind children to pay attention to safety. These are silently promoting the improvement of children's bilingual ability.
3. Organize colorful Chinese and Western festivals.
Infiltrating multiculturalism in colorful Chinese and western festivals is a good form to achieve multiple goals. Whether it is the traditional festivals in China (Mid-Autumn Festival, Spring Festival, etc. ) or traditional festivals in the west (Halloween, Christmas, etc. ), children can feel the charm of multiculturalism from the strong festive atmosphere of the whole park. Halloween pumpkins and ghosts; The moon cakes in Mid-Autumn Festival and the beautiful pictures in the Goddess Chang'e flying to the moon all reflect the cultural diversity. Under the influence of multicultural environment, children's interest in learning and using English has been better stimulated.
(2) Create a bilingual activity environment conducive to children's participation, interaction and exploration.
1. Encourage children to participate in the creation of theme environment.
The kindergarten environment belongs to children, so the teacher will determine the theme according to the children's interests and discuss it with them to create an environment that children like and is related to the theme. For example, in the theme activity of "I am with animal friends" in the middle class, the teacher made a cartoon image of love with waste materials, and the content was designed and made by the children themselves and explained in bilingual; Guide children to carry out exploration and exchange activities from the living environment and habits of animals. There are animal breeding areas, English animal chess and a large number of bilingual books about animals in the activity room. In these activities, children really feel the joy of "making friends with animals".
2. Provide an operating environment
Children's language ability develops with activities, and the environment that can interact with children's experience and thinking is more conducive to children's language development. The teacher designed a "Zhou caterpillar" on the wall of the language corner. Each body of a caterpillar represents a day of the week. Children come here every day to manipulate information and discuss the week, weather and related things in bilingual.
3. Provide stratified materials that meet the age characteristics of children.
We should provide an environment that meets different children's development levels and interests. For example, bilingual chess provides similar, large, intuitive and vivid materials for middle class and large class children. While considering the age characteristics of children, teachers should take care of the needs of children at different stages of development and make the materials put in hierarchical. For example, stories placed in the regional "story mountain" are difficult and simple, so that children of different development levels can confidently perform stories in bilingual.