First of all, teachers should play an exemplary role in language expression.
After children enter the park, teachers are the people who have the most contact with children, and teachers' language is often the object of children's imitation. Therefore, teachers should create a good language environment for children, not only to constantly improve their cultural knowledge, but also to consciously strengthen their language cultivation, so that their language can be standardized and scientific, and their speaking ability can be improved, so that children can enjoy and be understood in the process of listening. For example, when our teachers introduce "Silkworm" to children in large classes, they should not only master the knowledge of silkworm's external morphology, characteristics, growth process and economic value, but also pay attention to collecting some wonderful languages in literary works to enrich their own languages. To sum up children, you can say: "The biggest thing in a silkworm's life is to spin silk. After spinning silk and cocoons, he quietly fell into a long sleep. And leave the soft white and bright silk to the world. " Enrich your own language with such vivid language, and gradually make it clear, concise and beautiful, so that children can enjoy the opportunity of listening and learning, and let the teacher's language expression ability become an example for children to learn.
Second, teachers should cultivate children's language expression ability all day.
We know that all the activities of children after entering the park are within the teacher's sight and cannot be separated from the teacher. Therefore, teachers should always keep abreast of each child's language development and strengthen the cultivation of language expression ability.
1. Language education activities are an important way to cultivate children's language expression ability.
Language education activities refer to kindergarten teachers' purposeful and planned development of children's language education. It is one of the essential educational contents in kindergarten education and the most effective way to cultivate children's language. This kind of educational activity pays more attention to design and organization, and teachers create different communication scenes with real language use opportunities for children when organizing activities, so that the process of language education activities becomes a benign interaction process between teachers and children. We widely use telling activities, talking activities, listening and speaking games, etc. It creates rich language learning scenarios for children from different angles, and provides all kinds of activities needed for children's language development, so that children can interact with nonverbal information in activities, thus promoting them to learn and acquire effective and useful languages in activities. For example, tell children the story of "lamb crossing the bridge", educate children to be United and friendly, and be polite to each other. In the story, we can use modern teaching methods to make animation courseware with computers to create a real language scene for children and completely attract them. In this way, when children basically master it, it is vivid to let children tell it according to the pictures of different roles. Not only can children accept rich vocabulary, but it is also convenient for children to understand and remember. There is a word "fresh and tender" in the story. Teachers can let children discuss with daily life: "Little goats love fresh grass. What new things do children like to eat?" Children discuss according to their own understanding: "I like to eat fresh and tender cucumbers." "Pandas like fresh bamboo shoots." "I like fresh celery." A child said, "I like fresh and tender old pumpkins." The teacher pointed out that pumpkins are old and delicious. Children understand that "freshness" is often used to describe green vegetables, but not all freshness is delicious. Through discussion, children have a more comprehensive understanding of the word "fresh and tender". By telling the characters and plots in the story, we can attract and infect children with vivid language, so that children can learn rich vocabulary and beautiful sentences and get a good education, so as to improve their language expression ability.
2. Teachers should pay attention to creating a good language communication environment in the transition of daily life, and encourage children to want to speak, dare to speak and speak.
There are intervals between various activities in kindergartens, which are usually called transitional links, such as between educational activities, before and after meals, before and after siesta, etc. The teacher will remind the children to go to the toilet and drink water. This link is also carried out under the supervision of the teacher. We should let children speak freely in this link, provide more opportunities for teachers and children to communicate fully, give children a free space, let children speak freely in this equal and relaxed environment, vent their feelings to the fullest, and eliminate their depression, nervousness and timidity, so as to better promote the development of children's language ability.
Children come from different families and have different levels of language development. We should pay attention to children's psychology, create a relaxed, harmonious and confident language atmosphere, and enhance children's confidence in wanting to speak, daring to speak and being able to speak. First of all, teachers should know the real language level of children in the natural state, establish targeted educational goals and teach students in accordance with their aptitude. For example, if parents report that their children have a mild stutter, teachers should pay special attention to it. Instead of pointing out the children's problems directly, they should gradually correct them and tell him slowly, so that he can learn to imitate and try to give him a chance to speak, so as to achieve the goal of individual education and promote development. Secondly, respect children's right to speak, allow and accept children's mistakes in the process of speaking, protect children's self-esteem, and enhance their self-confidence and sense of accomplishment. For example, a child said to the teacher:
"Teacher, my mother said to let me go to primary school and sell coolies to study." The teacher asked him, "Is selling coolies for learning?" He thought for a moment and said, "My mother said that if you can't get into primary school, you have to sell coolies." The teacher asked again, "Do you know anything about selling coolies?" He shook his head and said, "I don't understand." The teacher told him, "I should say, study hard." The phenomenon that children use inappropriate words like this has a long history. The teacher should correct it in time and let the children finish their sentences. They should not blame or laugh at him, but protect their self-esteem and self-confidence. Third, when children communicate with teachers, teachers should really treat children as relatives, friends and colleagues, listen to them equally and seriously, and respond positively. For example, a child said to his teacher, "Teacher, let me tell you a secret thing. My father and mother quarreled. When my mother gets angry, she takes me to grandma's house. Today, my father came to pick me up. I'm not going with him. My father is very bad. This is what my mother said. " The teacher asked him, "Do you know why we quarreled?" He said, "For me. Dad said I left him alone, so he hit me. Mom said that he was barbaric, always hitting people and being unreasonable. " As soon as the teacher heard that it was a question for the child, he inquired about the process in detail and told him, "Go and play by yourself after dinner, and don't disturb mom and dad." It's wrong for dad to play with you after dinner. You can't just care about yourself and don't care about others. You should admit your mistake. "In the evening, the teacher gave him a task. His father came to pick him up, and when his mother came, he kept him with him. Sure enough, as soon as he saw his father, he took the initiative to say, "Dad, don't be angry, I was wrong." Then his mother came. The teacher said to the three of them, "children don't care about adults, but we don't have a good education, and I have a responsibility." At this moment, his mother immediately said, "Oh dear! How can I blame you? I am really sorry. " The tension of the family of three subsided and everyone laughed. This kind of emotional communication between teachers and children makes children regard teachers as friends, which not only makes the relationship between teachers and children closer, but also forms a correct attitude towards things, which has a positive effect on children's language expression ability.
3. Pay attention to the cultivation of children's language expression ability in other fields.
The content of kindergarten education is comprehensive and enlightening, which can be divided into five fields: language, health, society, science and art, and the contents of each field penetrate and relate to each other. Just like the cultivation of language ability, it can be carried out not only in the language field, but also in other fields. For example, in the art education activities in the art field, teachers should not rush to recognize or evaluate their own works, but let children observe, communicate and learn from each other's strengths, and let children evaluate their own works and tell them what they think, how they draw, why they produce this work and so on. Children will tell their interesting ideas like stories. This provides children with opportunities for language expression, encourages them to boldly express their feelings, understanding and imagination, respects each child's ideas and creations, affirms and contacts their unique aesthetic feelings and expressions, and shares the happiness they create.
Third, use the natural environment to enrich children's life experience and provide materials for children's language expression.
Life is the source of language, and only rich life experience can produce rich language. Therefore, it is very important to take children into nature, visit on the spot, feel life and the real world, so that children not only have the opportunity to speak, but also have the content to speak. For example, when it snows, take the children outdoors to pick up snowflakes and have a snowball fight, guide the children to actually observe the shape of snowflakes and see the snow scene, so that the children can observe that snowflakes have six petals, one by one, falling one by one. Teachers can inspire them with words, such as "It's snowing heavily! Snowflakes fall in pieces, soft, like white goose feathers, so we call it goose feather snow. " Guide children to appreciate the whiteness of houses, trees and floors, which is beautiful. Then you can ask your child some enlightening questions: "What is this snow like?" A child said, "Like snow-white cotton on the ground." Some said, "It's like spreading a layer of white flour." Some said, "It's like sprinkling sugar." Some people say, "It's like a thick white carpet." In this way, children can describe the snow and enjoy the snow scene according to their own life experience. Our rural kindergartens can also take children to orchards, fish ponds, farms and other places to experience life for themselves. In this process, children have accumulated a lot of perceptual knowledge, enjoying the beauty of life all the time and expressing everything in their eyes. This process of enriching children's life experience has fully exercised and improved their language expression ability.
Fourth, teachers should provide children with more opportunities for language exchange and display, and enhance their self-confidence in language expression.
Attention should be paid to providing opportunities for children to communicate with each other in class and carrying out a series of activities in various forms. For example, set up a "small horn" column, and let six or seven children take turns reading children's songs, telling stories and introducing themselves and their families before the office broadcast at a fixed time every day, so as to provide children with an opportunity to show themselves and express themselves bravely. At first, the children were afraid to talk with the microphone, and their voices were very low and unnatural. Encouraged by the teacher, the children confidently and bravely faced the microphone and spoke their contents fluently. This greatly mobilized the enthusiasm of children. When they go back, the children will feel that they are heroes who have returned home in triumph and will be warmly welcomed by everyone. That sense of accomplishment and self-confidence will make other children yearn and expect. "Small trumpet" is like a fresh flavoring agent, which attracts and inspires children, greatly satisfies their desire for expression, enhances their self-confidence and improves their language expression ability.
The cultivation of children's language expression ability is the basis of improving the quality of talents in 2 1 century. It requires our teachers to constantly sum up teaching experience, be brave in exploration and innovation, and play a role in promoting children's language expression ability.