First, for a long time, the language education activities in kindergartens have the following problems.
1, teachers pay more attention to "imitation" teaching, and children are often asked to retell the original text according to the content of the story in teaching activities. Vivid language teaching has become a mechanical retelling activity for children under the operation of teachers, and children are also required to play roles according to the dialogue in the original text in the performance activities. Individual children's performances that violate the original content are often corrected by teachers. This passive teaching is obviously a serious obstacle to children's creative development.
2. In the teaching of children's poems and children's songs, "chanting by the old monk" is the main method, emphasizing cognitive requirements, with little experience and perception, mechanical repetition and rote memorization: the improvement of children's aesthetic taste and ability is neglected, and the evaluation of children's learning effect is often based on checking children's reciting ability.
3. In the form of teaching, there is little research on the form in which children are happiest in learning and have the most opportunities to speak; Static wall charts and slides are mainly used in teaching, and creative activities are limited: teachers always follow the form of demonstration (children's songs and stories)-children listening-teachers asking questions-children answering; This kind of teaching limits children's re-creation and ignores children's needs.
4. The questions asked in the teaching process are relatively simple, such as: Who is the person in the story? What are they doing? What happened, what the story tells us, and so on. Mainly based on memory and closure, there is no room for children to think, imagine and choose.
With the development of educational reform, this kind of teaching has not met the needs of talent development. "Learning to create" is the strong voice of education in today's world. In language and literature activities, we should pay attention to stimulating children's strong creative needs, interests and spirit.
Second, how to cultivate children's creativity in language teaching activities
1. Diversify children's thinking by using diversified, heuristic and open-ended questions.
The outline points out: "Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, experience the fun of language communication, and learn to use appropriate and polite language communication." In view of this, we should "guide children to contact excellent children's literature works, let them feel the richness and beauty of the language, and help children deepen their experience and understanding of the works through various activities." Use clever, diverse, heuristic and open-ended questions to spread children's thinking.
Children always show the impulse of seeking novelty, novelty and specialization in their daily activities, and regard it as their greatest satisfaction and happiness. These feelings of satisfaction and happiness strengthen their innovative needs, thus inducing new creative motives and starting a new round of creative activities. According to these characteristics, I set such questions in Chinese teaching activities. Use "What will you say and what will you do?" "Who do you like in the story? Why? " "Are there such people and things around you?" "If so, what is the result?" "What would you do if such a thing happened to you in life?" These questions, which are judgmental, hypothetical, creative and enlightening, have no ready-made and unified prescribed answers, which hide the relationship between the part and the whole of things. They are not limited to the original text of literary works, not limited by story language and scenes, and provide children with space for creative imagination and creative thinking. Children can rely on the appearances accumulated in daily life to boldly imagine and create thinking. At the same time, it is also very difficult. Children need to search past life experiences and analyze, synthesize, compare, judge and reason the problems in combination with reality. In such activities, it promotes the development of children's coherent narrative and language expression ability, and improves children's ability to actively think and actively solve practical problems.
2. Pay attention to the diversity and flexibility of language teaching organizations to improve children's thinking level.
For a long time, attending classes and teachers' organized collective activities have been the main or even the only channel for children's language and literature education activities. Many teachers think that Chinese education is a very formal and rigorous educational activity, and children can only sit neatly and walk through it according to the procedures and steps designed by the teacher in advance. In this way, children's personality is suppressed, and children's language and literature activities cannot become children's active exploration and learning activities. Therefore, various forms of educational organizations are the main channels for children to learn.
Children's spontaneous individual and group activities can better meet their learning needs, and teachers should support and guide them. Collective activities should also be expanded and produced on this basis. Example: Encourage children to adapt and continue the story ending in teaching. Children like to create life scenes for the story hero and solve the problems in the story with their own way of thinking. Teachers seize the opportunity of education, raise discussion questions, provide opportunities and conditions for children to express themselves, and encourage children to express their inner thoughts boldly. These contents are based on children's existing experience and meet children's interests and needs, so as to guide children to explore various ways to solve problems and fabricate various endings for stories, which not only includes children's bold imagination and reasonable speculation about stories, but also reflects children's attitude towards life, enhances children's ability to solve problems and promotes children's better development.
To help children with literary creation activities, the teacher will adapt the story into a pantomime and express it with artistic voices and movements. Teachers can repeat stories, children can act out dialogues, and they can improvise. In this form of activity, children are in high spirits. They like to play roles, endow them with certain thoughts and feelings in their performances, and express their psychological characteristics according to their own knowledge and understanding.
3, pay attention to stimulate children's ability to explore and solve problems, and provide children with more opportunities to play their creativity.
Children's language is actively constructed in the process of use. Only when children find appropriate language forms to express their communicative tendencies, choose appropriate strategies to talk with others, and use appropriate methods to organize language to express their ideas according to the needs of different situations can they gain successful language communication experience. It is necessary to create a language environment and learning conditions for children to dare to speak, love to speak and speak in daily life, so that children can become active language builders.
First of all, we should enrich children's life experience and make them willing to express and communicate. If you want your child to speak, you must provide the child with the content to speak, create the conditions for the child to speak, and let the child speak. And actually use the language in various environments to improve the level of language application.
Secondly, create a good educational atmosphere so that children can have something to say. Teachers should create a relaxed and stress-free language environment for children, create opportunities for independent expression and free expression, intervene equally with a good attitude and give guidance at any time. To do this, we should try to take various forms in daily activities, such as group activities, children's activities in twos and threes, children's one-on-one activities, corner activities, life activities and so on. So that every child can discuss, negotiate and continue the topics of common concern, communicate freely and learn the use of language in an atmosphere full of care, support and encouragement.
Furthermore, with the development of information technology, we should use the audio-visual culture brought by mass media to influence children's language development, and make more use of many audio-visual means to let children fully accumulate language experience in their daily lives, thus improving their ability to use creative language. For example, let children create advertising words: dialogue and discussion based on a TV topic.
In short, we should stimulate the flexibility and divergence of children's thinking in language teaching activities, pay attention to the use of flexible and diverse language teaching forms, encourage children to use rich vocabulary and beautiful sentences, boldly imagine and express their views and opinions, promote children's language application ability, develop children's ability to explore and solve problems, and cultivate children's creativity.