Paper 1 Chinese in preschool education 1. The uniqueness of teaching methods
Oral English teaching for preschool children often focuses on Putonghua teaching and reading aloud literary works, so teachers often follow the traditional one-way teaching method, teach their own pronunciation through demonstration, and students collectively take demonstration exercises. In order to complete more contents stipulated in the textbook, students are not allowed to have more time to practice what they have learned. Students are only recipients of oral English teaching, lacking two-way communication and dialogue between teachers and students, and often knowing what they know but not why. The goal of oral English teaching for preschool children is not only to train teachers who can recite Putonghua, but also to train teachers who are qualified for kindergarten language teaching. Therefore, oral English teaching should be based on "practical application ability", build a curriculum structure that meets the needs of kindergarten language education development, change the concept of focusing on knowledge and skills learning in the second phase of Educational Science 20 15, and change the state of separation between basic knowledge learning and practical ability training.
Second, the definition of language teaching ability
According to the requirements of oral English course for pre-school education majors in secondary vocational schools, combined with post requirements and students' actual post ability, based on the actual situation of our school and students' acceptance ability, this paper defines the connotation of kindergarten language teaching ability as the following three aspects. First, the reading, recitation, demonstration and guidance ability of children's literary works: being able to read and explain the theme and educational significance of the works, perceiving the rhythm type, artistic characteristics and analyzing the expression techniques of the works, and demonstrating the reading of children's literary works completely, which can provide targeted guidance for children's reading. Second, the reflective ability of using oral English in education and teaching activities: according to the situation of education and teaching activities, use oral English to solve various problems and make reflection and improvement. Third, children's language activity control ability: a preliminary understanding of the basic links of kindergarten language teaching, can design teaching activities according to the characteristics of children of different ages and fully implement them.
Third, ways to improve the Chinese teaching ability of pre-school students in secondary vocational schools
According to the training objectives of pre-school education students in secondary vocational schools and the students' skill base, body and mind and cognitive rules, the traditional teaching methods are reformed, the original teaching materials are integrated, and the proportion of Putonghua training in general oral communication and preschool teachers' professional oral English is adjusted, especially the module of "Teaching ability in language field" is added, which embodies the teaching principle of "taking students as the main body, taking theory as the basis, focusing on skills and taking ability as the main line" and makes the following explorations.
(A) reset the oral teaching content, enrich and improve.
The carrier of language teaching ability is to cultivate the teaching ability of preschool education students in the language field. The author first changed the content setting of oral English class (see table 1). From the table 1, it is not difficult to see that the content of oral English teaching for preschool education majors in our school has changed from a single setting with Putonghua proficiency test as its content and ultimate goal to three parts: Putonghua training, general oral English training and professional oral English training for preschool teachers. This setting is more reasonable and more conducive to the cultivation of Chinese teaching ability of preschool education students.
(B) Change the teaching mode of spoken English and improve the language teaching ability.
1. Construct a way to interpret literary works and improve the ability of demonstration and guidance.
(1) Role analysis, using reading skills to correctly analyze and interpret children's literature works, is one of the Chinese teaching abilities that teachers should master. As a pre-school education major, if you want to have a strong core ability of Chinese teaching in kindergarten teaching, you must first learn how to cultivate the reading ability of children's literary works. Students have a good understanding and mastery of the theme and educational significance of children's literature works, but their grasp and performance of their roles and personalities are weak. To this end, I focus on role analysis and use reading skills to express roles. For example, the role analysis is applied in the children's story "Monkeys Eat Watermelon" (see Table 2). The eight characters in the story, through the treatment of volume, timbre, tone and speech speed, are full of character, which is convenient for students to express.
(2) Increase the use of body language. After studying Putonghua for one year, 98% of the students obtained the second-level certificate of Putonghua proficiency test. Everyone's reading ability is good, but the expressive force is insufficient. Therefore, in the first semester of senior two, I joined the training of body language to cultivate students' expression language. For example, the posture language of the children's song "Peeing" uses "eat apples, don't eat, don't eat"-put your hand on the apple and make a gesture of disapproval in different directions. "Play the ball, don't play, don't play"-change direction at the ball, and then change direction to make an action of disapproval. "Mom hug, don't hug, don't hug"-put your hands across your chest (make a gesture of mom hug) and change direction to make a gesture of disapproval. "Dudu Bear wants to pee"-make an embarrassed expression, cross your feet and squat for a while (make an uncontrollable gesture)-say "there is a good baby in the urinal"-smile happily and run to the washbasin to pee. "Don't pee like a mouse"-first tear off Dudu Bear's headdress, then get up and run away shyly like a mouse. Body language enriches the image of literary works, which is more in line with children's physical and mental characteristics, improves students' oral expression ability, and enables them to learn to add appropriate body language to match the expression of audio language in teaching.
(3) Change the evaluation method. Most of the oral English teaching for pre-school education majors in secondary vocational schools is based on passing the Putonghua proficiency test. The author tries to change the evaluation method of cultivating students' language teaching ability. Formulate the evaluation and measurement standards of oral English for preschool education majors in different grades, and clarify the assessment contents, standards, methods and ways to meet the standards. Each semester, students are tested for different contents according to the standards. This training mode improves students' ability to guide children's literary works, from being evaluated to self-evaluation, to evaluating others, and finally to guiding others. For example, the children's song recitation evaluation form (see table 3). During the examination and test, I sent this evaluation form to every student. Everyone is a "little teacher" and needs to grade each student and sign his name at the end. Through such assessment and evaluation training, each student has made it clear how to express his works when reciting children's songs, and also learned how to evaluate and guide children's recitation in future teaching.
2. Change the classroom teaching mode and improve the ability of reflection.
The reflective ability of oral English in education and teaching activities is a professional skill that needs to be broken through in oral English teaching. In practice, I cooperated with teachers of children's literature and kindergarten activity design and guidance, changed the classroom teaching mode, and improved students' reflective ability with five steps: watching, listening, speaking, acting and evaluating.
(1) See how to organize students to watch teaching demonstration videos of excellent kindergarten teachers, learn standardized language activities in kindergartens, and reflect on how to organize teaching activities. For example, watch the teaching video of the national special teacher, the sound of the jar, Uncle Xiong's birthday party, and the mouse marrying the bride. , after reading and writing reflection.
(2) Listen to the open class of excellent kindergarten teachers, find the "bright spots", and compare with their own simulation classes to find the shortcomings. Reflection, how to improve and improve. For example, in close cooperation with the school's training base, we will select open classes for excellent preschool teachers, lead students to attend classes in the park, guide students to write lecture notes, and write reflections on lectures.
(3) According to the requirements of kindergarten language activity class, talk about classroom training. Students think and write reflections, and then improve the second lecture training according to the reflections.
(4) Places to study according to children's life, such as kindergartens, buses, playgrounds, supermarkets, etc. Students in the class are divided into groups to carry out oral communication activities, so that they can play and simulate people in social activities, including adults of different ages and occupations and children of different genders and temperaments, and carry out daily oral communication activities. For example, supermarket shopping, bus giving up seats, kindergarten teachers dealing with children fighting. Reflect on each performance-whether it conforms to the child's personality characteristics, whether it conforms to the concept of education and teaching, and so on. Through this kind of "performance", students not only have an understanding of their children's learning life, but also enhance their reflective ability in activities.
(5) Evaluation For each activity, self-evaluation and mutual evaluation are conducted, and teachers guide students to reflect. For example, in the summer vacation of senior one, students are required to practice kindergarten activities for at least one week, and submit records and summaries of internship activities. Back to school, self-evaluation and mutual evaluation group, teacher guidance.
3. Create a practical training classroom-improve the ability to control activities in the language field.
It takes a lot of time and repeated training to cultivate the Chinese teaching ability of preschool education students. I made the following explorations:
(1) Create a specific teaching situation. This is true of many literary works in the textbooks Children's Literature and Kindergarten Teachers' Oral English. I conducted a "five-step simulation teaching" in combination with activities in the language field in kindergartens. For example, choose literary works such as Little Brother and Cat, Father-in-law's Dictionary and Monkey Eating Watermelon for training. The first step: ask the children's literature teacher to analyze the works from the literary point of view in his class, and make clear the theme and educational significance; The second step: the author gives teaching guidance to the recitation and performance of the works in the oral class; Step 3: Ask the activity design teacher to guide the students to carefully design the teaching links and activities in the language field of the work; The fourth step: according to the designed plan, carry out teaching simulation exercises in oral class, and students take turns to play "teachers" and "children"; Step 5: Ask the activity design teacher to guide the students to reflect on the teaching simulation exercise of oral class. Through these five-step teaching, students can understand the whole teaching process. It should be emphasized that our purpose is not to teach them how to attend classes, but to enrich the contents and methods of students' oral expression through the cooperative training of three courses, and to improve students' oral expression ability and ability to control activities in the language field.
(2) Step-by-step training mode of "individual → group cooperation → individual" In the teaching of independent courses, the author requires students to study by themselves first, then prepare lessons in group cooperation, and choose "Mr. Xiao" to attend classes. In this training mode, students are the masters of the classroom, but teachers are not just bystanders, but should carefully record classroom records, write down evaluations in time, and think about how to help students improve and improve. For example, in the organization teaching of children's song "the Monkey King Beats the Devils", I asked children's songs to be recited by individuals first, and then performed in groups by roles. Then, on the basis of recitation and performance, select "little teachers" to organize language activities. Organize activities in two steps. In the first step, the four students each undertake some contents of "lead-in", "teaching process I", "teaching process II" and "activity summary". The second step is to ensure that a student undertakes the whole teaching process. There are far more ways to improve the Chinese teaching ability of preschool education students, and the problems worth exploring and paying attention to are all aspects. These methods mentioned by the author in this paper are only a way of thinking to effectively improve students' Chinese teaching ability, not a fixed model, and I hope to get your criticism and correction.
Cultivating children's language thinking in preschool education is of great significance. It effectively broadens children's horizons, strengthens children's knowledge, improves children's self-confidence, and lays a solid foundation for contacting with basic education. In the actual pre-school education, we should base ourselves on children's actual age, construct language thinking ability education activities that conform to children's psychological development, organize children to participate in the training process of language thinking ability in a planned and regular way, let children read more, practice more and speak more, and cultivate children's good language habits. This paper makes an in-depth study on how to cultivate children's language thinking ability in preschool education, and puts forward some countermeasures to cultivate children's language thinking ability from the construction of language environment in order to help preschool education build an excellent language thinking ability training environment.
Keywords: preschool education; Young children; Language thinking ability
Children's language education is an important and critical stage, and it is also the main stage of the formation of children's language thinking ability. Therefore, the primary task of preschool teachers is to cultivate children's language ability and thinking ability, and it is also very important to implement this education well in preschool education. How to cultivate children's language thinking ability in preschool education? This paper holds that the basis of language thinking ability is to cultivate children's interest. With the support of interest, we can continuously enrich our study life, build a good learning environment, and effectively cultivate children's language thinking ability. In specific education, we should design reasonable teaching content according to children's actual psychological situation, enrich teaching methods as much as possible, constantly let children accumulate knowledge, broaden their horizons, strengthen their cognition, and deeply understand things around them. Only in this way can children's language thinking ability be improved and their children can develop in an all-round way.
1 Stimulate children's interest in language in daily life
Interest is the motivation for people to learn, and children are no exception. Only under the impetus of interest can children's thinking language ability be greatly improved. To stimulate children's interest in language, it is necessary to closely link their study and life with the surrounding things, such as people, pets, natural environment and social environment. Through personal experience, children let their senses interact with these things, constantly acquire knowledge and information, and then transform them into their own language thinking. Therefore, to stimulate children's interest in language, it is necessary to create a colorful language environment for children.
1. 1 Create a good outdoor language environment: The main place for preschool education is indoors, so the primary task of preschool teachers is to create a good indoor language environment for young children. The author once built a "secret room" for children in indoor teaching, which not only made full use of indoor space, but also made the indoor learning environment much quieter. Some children are naturally introverted. I found that these introverted children can speak freely in the secret room, as if they were the masters of this space. The secret room allows every child to express his thoughts and opinions, stimulate children's curiosity and interest, and better participate in indoor language education.
1.2 Building a rich and diverse language environment: The foundation of cultivating children's language thinking ability is based on rich languages, so it is necessary to build a rich language environment. In different language environments, children practice and think in different ways, and then through the guidance of kindergarten teachers, children's understanding of language will be deeper, thus achieving the goal of cultivating children's language thinking ability. In children's daily study and life, kindergarten teachers should be good at communicating with children, and constantly encourage children to talk, watch and listen more, so that children's language thinking ability can be subtly improved in active communication. In addition, in collective children's learning activities, special attention should be paid to stimulating children's language interest, providing a platform for children to speak, creating a good language environment, so that children can stimulate interest in learning and gain knowledge in life, and their language thinking ability has made great progress.
2. Stimulate children's language behavior through games.
There is a very close relationship between language and thinking, and there are many thinking elements in language. Usually, children have a strong desire for language expression, but because of the unsynchronized language ability and thinking ability, children are usually unable to express their thoughts through language. In this way, children's desire for language expression will continue to decline, leading to timidity, loss of confidence in language expression and fear of speaking in public. More serious children don't even want to answer other people's questions, and they don't take the initiative to ask others questions, thus lacking opportunities for communication. Therefore, the cultivation of language thinking ability should make children in a happy and relaxed state through games. Language thinking ability is an important tool for communication and should run through the game from beginning to end. Games can not only relax children, but also enrich their language thinking ability. Therefore, to cultivate children's language thinking ability in preschool education, we should attach importance to the role of games, so that children can practice and master language thinking ability through games.
3. The implementation of ideological and moral education language thinking ability training.
Ideological and moral ability is also an important part of language thinking ability. People must abide by certain moral norms in communication, which is the basis of treating people with things. Politeness is divided into two aspects: one is behavior, and good behavior can make others feel comfortable; The second is the ability of language expression. Speaking is an art. With good language thinking ability, I can know what to say on what occasions and with what kind of people. Proper language thinking and expression ability can make people stay relaxed and happy when communicating with others. Therefore, to cultivate children's language thinking ability in preschool education, ideological and moral education should be carried out. In practical teaching, kindergarten teachers can read some world classic fables to children, tell them what this fable means, let them understand the ideological and moral connotation, and let them constantly enrich their ideological and moral content in their language thinking ability.
4 the development of incidental language thinking ability education in preschool education
Thinking and language are closely related. Without language, there will be no progress in thinking, and without language, thinking cannot be expressed. In preschool education, we should always attach importance to the development of children's language thinking ability, and enrich the teaching content and means, and enrich the development ways of children's language thinking ability, so that children can improve their language thinking ability from various angles. In pre-school education, traditional language education is conducted in the form of indoctrination, and it is believed that children's language ability is improved through constant imitation. In fact, this teaching method not only fails to promote children's all-round development, but also seriously ignores the cultivation of language thinking ability. Therefore, in the future training of language thinking ability, we should constantly enrich children's language environment and enrich the means of language thinking ability training, so that children's language thinking ability can be comprehensively improved.
5 conclusion
The cultivation of children's language thinking ability in preschool education cannot be carried out only by traditional indoctrination. It is necessary to build a colorful language environment, enrich teaching contents and means, and fully develop children's language thinking ability. In addition, the rapid development of information technology provides rich teaching resources for preschool education, so preschool teachers should seize this opportunity and strive to cultivate children's language thinking ability.
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