Middle school students aged four to five are in the critical period of language learning. Effective language education for middle school students at this stage will play a multiplier role in improving their language ability. However, at present, the overall level of language education in kindergartens in China is still low and there are many problems, which greatly limit the language learning effect of middle-class children. In this paper, the problems existing in children's language education in middle schools are considered, and the corresponding solutions are put forward, so as to make a useful exploration for improving the level of children's language education.
Keywords middle school students; Language education; Problems; Countermeasures
Language education is one of the most important educational contents for children. Making full use of children's language learning talent at this stage to carry out language education will lay a solid foundation for children's future learning and development. However, for a long time, the language education effect of middle-class children in China is not ideal, and there are many shortcomings in both educational methods and educational contents. Under the background of the continuous development of preschool education, the disadvantages exposed by Chinese education have aroused widespread concern in society. How to take effective measures to improve and improve the language education of middle school children has become a subject that preschool educators must face.
First, the problems in language education for middle-class children
At present, there are many problems in the language education of middle-class children, mainly including the incorrect purpose of language education, improper teaching methods and the lack of teachers' professional quality. The specific analysis is as follows:
1. The teaching purpose is incorrect.
At present, the trend of primary education in preschool education is very obvious. At the level of teaching purpose, many preschool teachers regard imparting knowledge as the most important teaching purpose. Under the guidance of this teaching purpose, many teachers regard teaching knowledge that does not meet the age of middle school students as their main teaching content. This model of encouraging children to learn has a negative impact on the cultivation of middle school students' language ability. At the same time, under the guidance of the wrong teaching objectives, kindergartens have formed a bad learning atmosphere, that is, the more children know, the better the teaching effect will be. Under the guidance of this teaching goal, children's language ability has not been well trained, and language education has therefore gone astray.
2. Single teaching mode
The single teaching mode is also one of the outstanding problems in language education for middle-class children. At present, the most common teaching mode in language education for middle-class children is indoctrination mode, which does not take into account the psychological and physiological characteristics of children aged four to five. At this stage, it is difficult for children to concentrate for more than ten minutes, and it is naturally not effective to adopt the indoctrination education model. In addition, another negative result of the indoctrination education model is that children's language self-organization ability can not be exercised. The instillation mode of children's predictive education makes children passively accept ready-made language education, and their ability to understand, master and use language is not improved.
3. Teachers' professional ability is poor
Whether the teaching purpose is incorrect or the teaching mode is single, it is largely due to the lack of teachers' professional ability. In fact, it is an indisputable fact that the level of preschool teachers in China is low at present. However, preschool education, especially language education, requires teachers' professional ability to be extremely high. Without good professional skills, it is difficult to be competent for language education of middle school children. The external manifestation of the poor professional ability of preschool Chinese teachers is the low academic level of teachers, and the internal manifestation is the gap in the post ability of Chinese education. In view of this, improving teachers' professional quality is a fundamental measure to fundamentally solve various problems existing in pre-school language education in middle classes.
Second, the strategic analysis of strengthening the effect of Chinese education for middle school students
The importance of language education is self-evident for children. Combined with the current situation of language education for children in middle schools, according to the author's years of teaching experience, the following measures are put forward to strengthen the effect of language education for children in middle schools:
1. Correct the teaching purpose
The teaching purpose leads the development of Chinese education, and the wrong Chinese teaching purpose of middle school students should be corrected as soon as possible. The purpose of children's Chinese education should return to the essence, that is, it is mainly to train children's language learning and application ability, rather than simply teaching children to recite Tang poems. The key to get the recognition of the correct teaching purpose is to carry out publicity and education, so that kindergarten teachers can establish the correct teaching purpose through continuous publicity and education, thus effectively stopping the development trend of children's primary language education. Of course, parents should understand and support the return of children's language teaching purpose, and parents should also change their wrong understanding of the purpose of children's education, so that kindergartens and families can cooperate effectively and realize the great improvement of children's language education effect.
2. Improve the teaching mode
Teaching practice has proved that the effect of indoctrination Chinese education mode is extremely poor, which violates the psychological and physiological characteristics of children and the characteristics of Chinese education discipline and should be completely abandoned. Children's language education in middle class should adopt teaching modes suitable for children's psychological and physiological characteristics, such as questioning teaching method and game teaching method. This entertaining teaching mode is more conducive to stimulating children's interest in learning, making them happier and actively organizing and exercising their language thinking. When using the above teaching mode, we should also pay attention to the auxiliary work of teaching, especially the use of multimedia, and create a good teaching situation for children through multimedia, so that children can improve their language use ability in sensory stimulation.
3. Improve teachers' professional ability
In view of the lack of professional ability of preschool language education teachers, this paper holds that it is inevitable to strengthen their professional ability. The key to improve the professional ability of preschool Chinese teachers in middle class is to strengthen training. Kindergarten managers should attach great importance to training and enhance teachers' professional work ability by strengthening training. In the specific development of training work, the formulation of training content should be based on the full investigation and analysis of teachers' shortcomings to ensure the effectiveness of the content. At the level of training methods, we should pay attention to the demands of preschool teachers, so as to improve the enthusiasm of teachers to participate in training and strengthen the training effect.
To sum up, it is a systematic project to improve the effect of Chinese education for middle-class children, which needs to go hand in hand from the aspects of teaching objectives, teaching methods and the construction of teachers, so as to ensure the continuous improvement of the effect of Chinese education for middle-class children. At the same time, considering that the research on children's Chinese education in China is still in its infancy, it is more necessary for the majority of children's Chinese educators to explore and practice continuously, so as to effectively improve the effect of Chinese education.
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