Keywords: story creation; Creativity; Early childhood teaching; Plot creation
In the teaching of children, story creation is a common form of language activity, which refers to the activity of letting children continue, expand or create stories independently on the basis of understanding stories and accumulating certain knowledge and life experience. Such activities can promote children to better carry out meaningful creative activities and develop their expressive ability. In teaching, teachers should design teaching projects according to children's age, personality and ability to promote children's creative ability to be fully developed.
First, add people to identify true and false beauty and ugliness.
Adding characters means that children can add some characters on the basis of the original story and let the characters participate in the development of the story. Teachers should guide children to think about the behavior of a word in the process of adding a word and evaluate it with favorable and unfavorable words. Such activities can help children distinguish between true and false, beauty and ugliness, and help children form correct values. For example, after telling the story of "Little Tadpole Looking for Mom", the teacher can encourage the children to try to add some characters on the basis of the original story to reflect the evaluation of the characters. Teachers can ask questions and encourage children to think around problems, such as: "Do different animals have different reactions when they see tadpoles looking for their mothers?" Some small animals are enthusiastic, but aren't some small animals indifferent? How to treat such behavior? "Children try to add roles according to their own moral values. For example, some children added enthusiastic little snails: "Although the snail girl is carrying a heavy shell, she is still busy telling other small animals that the little tadpole is looking for her mother." The child expressed appreciation for this kind of enthusiastic behavior. Some children also suggested: "The water snake knows that the tadpole is looking for his mother, and hides at the bottom of the water and ignores it. Everyone said it was too cold. " The child expressed his criticism of this behavior. In the story creation activities of adding characters, children don't need to make too many changes to the original story, just need to make appropriate additions on the original basis. This is not difficult for children, so it is suitable for children with weak expressive ability and in the language development stage of perceptual knowledge. Teachers should actively encourage children to add interesting characters according to the content of the story and encourage them to create boldly.
Second, expand the plot and learn reasonable association.
Teachers can encourage children to create stories around the plot and actively develop reasonable imagination so that the plot can be unfolded. Teachers can set certain problem situations and encourage children to actively express their ideas. This kind of creation is suitable for children with strong ability. Children not only simply add role dialogue, but also pay more attention to the preparation of story lines. For example, when watching the Animal Employment Agency, the teacher can tell the children a story first, and then inspire them to imagine: "What other animals have you seen in the zoo? What are the characteristics of these animals? If you want to introduce these animals to work, how would you choose? " This activity encourages children to actively expand their imagination and connect story creation with the characteristics of animal morphology and habits. If a child asks, "The otter is an animal that can fish, and so is the cormorant. You can introduce them to fish. The otter jumped into the water, caught a small fish and put it in the cormorant's thick neck. " The creation of this story revolves around the habits of animals. Some children suggested: "Giraffes have long necks. It could be a fireman. Let the little monkey climb around its neck with a water gun, so that it can put out the fire better. " This expression revolves around the appearance of animals and also reflects the imagination of young children. With the continuous growth of children's age, children's imagination and expression ability have improved. Teachers should make full use of this stage, actively guide and set some questions that will help children understand stories and actively expand their imagination, so that children can dare to express their ideas. Considering the different levels of children's ability development, teachers can set different levels of questions so that children with different abilities can develop.
Third, contact life and talk about life topics.
With the growth of age, some children not only like to express their ideas on their own initiative, but also take the initiative to observe social life and get the material for story creation. Teachers should take this opportunity to encourage children to care about life, set some life topics for children, and let children create stories around this topic. This kind of creation requires children to develop independently according to certain phenomena and things, so it is very difficult for children. "Understanding the life of primary school students" is a comprehensive activity. Teachers can encourage children to observe the pupils around them, understand their lives, find out the differences between primary school life and kindergarten life, and try to tell them an interesting story. Children can be encouraged to discuss in groups and create collectively. You can talk about your understanding of primary school life first, and then find interesting stories to write. For example, after integrating everyone's views, some children suggested that primary school students take a variety of courses, many of which were unfamiliar to kindergartens, and they were full of expectations for their future lives. Teachers can encourage children to imagine themselves as pupils, imagine their feelings after the first day of school, and express them in the form of stories. For example, some children tell the story of primary school students choosing class cadres and imagine themselves as class cadre candidates. Creating stories by associating life can make children full of yearning for the future.
Teachers can use a variety of methods to create stories, such as collective creation, group creation and individual creation. To create a more free creative environment for children and promote the greater development of their creativity. In children's teaching, teachers should actively use story creation to promote the development of children's creativity. Teachers should pay attention to whether the characters created by children are vivid and whether the story is logical and reasonable. If children can be encouraged to learn useful nutrients from life and start story creation, then their creativity can be greatly improved and better developed.
References:
Li Caifang. Develop children's creativity in story-making activities [J]. Guangxi Education, 2003( 10).
[2] Ji Suimei. Path design and research on cultivating children's story writing ability in large classes [D]. Hangzhou Normal University, 20 16.