Fan Wenyi: Storytelling Skills Training in English Education for Preschool Teachers
As an important literary form, stories play an important role in language activities in kindergartens. What is one of the goals in the language field in the Guiding Outline of Kindergarten Education? Like to listen to stories and read books? . English stories are interesting in content, lively in language, humorous and instructive, which conforms to the characteristics of students' physical and mental development. English story telling and performance can give full play to students' intelligence and creativity, which is conducive to improving students' comprehensive language use ability. Preschool Teachers' College is a professional college for training preschool teachers, and story-telling training plays an important role in students' oral English skills training. Let's briefly talk about our attempts at storytelling training methods.
First, guide students to master the story-telling skills of kindergarten teachers
1. Choose a good story
The goodness here includes two aspects:
(1) Choose different stories according to different ages. Generally speaking, children aged 3-4 love to listen to animal stories, and the content is relatively simple. Children over the age of 5 love to listen to fairy tales, and the plot of fairy tales is somewhat staggered. Otherwise, the child will not be interested and will not concentrate.
(2) We should consider the educational requirements, especially the requirements of ideological education, to choose stories.
2. Read familiar stories carefully
Before telling children a story, kindergarten teachers should read the story carefully, be familiar with and fully understand the overall content of the story, and analyze the beginning, development, climax and ending of the story in detail. Especially the climax of the story. This is the most attractive part of the whole story. It is also necessary to analyze the personality characteristics of the characters, understand the feelings that the author poured into the protagonist of the story, and clarify the theme of the story through the analysis of the plot and the role. Only when the storyteller thoroughly and correctly understands the whole story and integrates his feelings with the characters in the story can he convey this sincere and strong emotion to the children, infect them when telling the story, and let the children have a perceptual voice, and the effect of telling the story can be achieved.
3. Language requirements
(1) Changes of light and heavy sounds
When telling stories to children, kindergarten teachers must grasp the story level, which is expressed by the change of intonation, such as priority and intonation. As we all know, in daily language communication, people naturally emphasize certain words or words in order to express their feelings, which is called stress. The emphasized words in a sentence can attract people's attention. When telling a story, the tone should also be light and heavy, so as to highlight the vividness of the story and show the focus of the story. Otherwise, the whole story can't be clearly expressed, and the interest in the story can't be conveyed to the children.
(2) Appropriate pause
When telling a story, we all pause in some places, which not only determines the punctuation of the original text, but also controls the speed of speech, which can better convey the overall meaning of sentences and paragraphs to children and make the tone natural and smooth. But some kindergarten teachers have the habit of pausing at will when telling stories. Like mine, name, name, fox. Such a pause makes the storyteller feel tired, and the listener will also feel tired. How to stop and where to stop are all determined by the content. Don't stop where there is punctuation. Like what? Don't eat, don't eat, then you can't eat? . It's an emergency, so you don't have to stop by punctuation.
(3) the use of body language
When telling stories, the use of body language is particularly important. A good combination of language and nonverbal factors such as expressions and gestures will increase children's interest in stories and better express their feelings in audio language. Carefully analyze the characteristics of each character in the story, including language, action and expression. Kindergarten teachers can't just do simple imitation actions and draw a few strokes. Action should be integrated with expression and intonation. Storytelling is based on language, and images are shaped by language. Posture language only plays an auxiliary role, and the range of movements should not be too large, nor should there be too many movements, let alone running and jumping. That will destroy the original atmosphere of the story, distract the children's attention and have the opposite effect.
Second, demonstration and imitation.
1. Play video or teacher's demonstration.
Use CD-ROM, Internet and other resources to select some simple story materials suitable for students to play, so that students can observe first. For example, three little butterflies, hungry caterpillars, three little pigs, the boy who stole apples and so on. The teacher demonstrates one of the stories and asks the students to pay attention to how the narrator handles the tone, pause and posture of the story.
2. Imitate storytelling
Divide the class into groups. Students imitate and tell stories in groups. Imitation is one of the effective ways to learn a language. For example, ask students to imitate The Moon and the Moon and tell the story vividly. Imitate about 3~5 stories. Let the students ponder the skills of telling stories carefully.
Practice consolidation
Teachers selected 10 excellent children's English stories and printed them out to students. Let everyone choose one and design their own sounds and actions. The preparation time is one week. According to the class capacity, the teacher selects several student representatives to tell stories on the platform and give necessary guidance. After the lecture, please discuss the advantages and disadvantages and improvement methods. Conduct self-evaluation and mutual evaluation.
Third, use activities to promote the teaching effect of storytelling.
1. storytelling performance
Ask each group of students to choose a story and act it out in different roles. According to your English level, figure, appearance and voice characteristics, choose the role suitable for interpretation. After the role is determined, students should spend some time reciting the lines of the story and be able to recite them skillfully. This is a very important link and plays a vital role in the success or failure of the performance. After about a week of preparation, we will perform and tell stories in groups. By acting the story, students can have a deeper understanding of the story and tell the story better.
2. Personal storytelling competition
After the teaching activities of storytelling in parallel classes, a large-scale storytelling competition will be held. The story-telling content is optional, and the story-telling time of the players is 2~3 minutes. The game should be carefully organized. For example, choose the venue, formulate scoring standards, and select judges. The winner should be rewarded. Developing English story competition is to let students study actively, explore and cooperate in preparation for the competition and improve their English application ability. Dewey said: learning by doing? . Ihearandiforget。 iseeandiremember。 iparticpateandiun-understand。 Through the story-telling competition, they not only exercised their courage, but also corrected their pronunciation and intonation, which stimulated students' interest in learning English and received good results.
Four. Assessment and evaluation
After telling the story, students are full of expectations, expecting the affirmation of their classmates and the praise of their teachers, especially the latter. Appropriate evaluation of students can not only satisfy the joy of students' labor being affirmed, but also clarify their own advantages and disadvantages, and also enable other students to learn from each other's strengths. Teachers should evaluate whether they tell stories alone or act out stories in groups. Otherwise, without assessment, there will be no motivation, no effort to prepare stories, and no ability to master this skill well. Teachers should count students' story-telling performance as their usual grades in the final exam. This score can be divided into two parts, such as 50% for students to tell stories individually and 50% for group performances. Students' enthusiasm for telling stories can be improved through evaluation.
References:
[1] Annette? Simmons, Story Structure and Storytelling Skills [M], Hainan Publishing House, 2003.
[2] Lu Bing, China Children's Literature Integration [M], Chongqing Publishing House, 1992.
[3] Zhang Meini, Introduction to Children's Literature [M], Chongqing Publishing House, 1996.
Model essay for teachers in junior college II: Strategies for improving children's literary literacy of kindergarten teachers' students
First, ask questions.
After graduation, kindergarten teachers and students mainly undertake the task of language teaching in kindergarten, and the teaching content is mainly children's literature, which really plays a decisive role in kindergarten children, especially beautiful nursery rhymes, vivid and interesting children's stories, children's fairy tales full of strange fantasies and wonderful children's dramas, which add endless fun to children's innocent childhood. Whether preschool teachers can complete the task of language teaching in kindergartens well depends mainly on their children's literary literacy. For example, as a kindergarten Chinese teacher, the explanation of picture book works in textbooks should not only stay in telling stories, but also take students to appreciate pictures. Instead, we should combine the artistic characteristics of picture books to further guide students to feel the unique charm of picture books, so that children can get aesthetic pleasure and enhance their aesthetic ability. As a kindergarten teacher who will be engaged in Chinese teaching in kindergartens in the future, it is very important to actively improve children's literary literacy to better meet the needs of future teaching.
Second, the status quo of children's literary literacy of kindergarten teachers and students
In many years' teaching practice of children's literature, it is found that the present situation of children's literature literacy of kindergarten teachers and students is not optimistic. It is common that the theoretical foundation of children's literature is weak and the most basic theoretical knowledge of children's literature cannot be mastered. Many students think that the theoretical knowledge of children's literature is relatively simple, and they can understand it without learning, and they are unwilling to spend time learning theoretical knowledge. But when analyzing and judging, they often confuse the differences between children's songs and children's poems, fables and fairy tales. The vision of children's literature of kindergarten teachers' students is too narrow, and there are too few works to read, and many works that should be known and remembered have never been seen. In the annual internship, students find that many children's literature works are not as well known as kindergarten children; The analysis and appreciation ability of children's literature works is very poor, and the themes of many works are not sure, and the characters can't analyze them; The ability to create and edit children's literature works is not enough. Every time they combine the theoretical knowledge they have learned to create and edit works, many students will not create and edit.
Third, strategies to improve children's literary literacy of kindergarten teachers' students
Aiming at the problems existing in children's literary literacy of kindergarten teachers and students: lack of theoretical knowledge; The vision of children's literature is too narrow; The ability to analyze and appreciate children's literary works is not enough, so we take the following measures to improve the children's literary literacy of kindergarten teachers and students.
(1) Strengthen the theoretical research on children's literature and improve the theoretical knowledge level of kindergarten teachers and students.
Our school has always attached great importance to the study of children's literature theory knowledge. When learning every style of children's literature, we will learn its theoretical knowledge first. In view of the fact that students don't like learning theoretical knowledge very much, we will adopt learning methods that students are willing to accept when teaching theoretical knowledge. For example, when studying the section "Characteristics of Children's Songs", because the characteristics of children's songs are very simple, that is, the content is simple, simple and lively; Short space, easy to remember and memorize; Harmonious phonology and distinct rhythm; Very interesting, very entertaining. Our teacher didn't simply follow these four sentences in the book, so many students felt bored and didn't want to take the initiative to read. Instead, the teaching method has been changed flexibly, so that students can preview in advance in groups, choose children's songs that meet this characteristic according to any one of the characteristics of children's songs, rehearse carefully after class, perform the selected children's songs in groups during class, and tell which parts of the selected children's songs reflect which characteristics of children's songs. The evaluation and analysis of students in other groups greatly stimulated their enthusiasm for learning. Many students spend a lot of time studying rehearsal after class, which not only learns theoretical knowledge, but also exercises students' performance and analysis ability, greatly improving the theoretical knowledge level of children's literature in kindergarten teachers.
(two) strongly recommend excellent children's literature bibliography, cultivate good reading habits of kindergarten teachers and students.
In the first class, we will recommend many excellent children's literature theory books and excellent works to students. There are dozens of theoretical books on children's literature, such as Light the Heart Lamp edited by Professor Wei Wei, A Course of Children's Literature edited by Professor, Reading and Classics edited by Professor, How Good Picture Books are, Hao Guangcai, Seeds of Happiness edited by Song Juzhi and so on. When learning picture books, three students will share their favorite picture books before each class; The teacher will also recommend more than 150 electronic picture books to students, requiring each student to read at least 30 electronic picture books, hand in the reading catalogue and reading experience, and the teacher will randomly check in class; In the part of picture book appreciation, we take students to the library to learn, let students borrow their favorite picture books, and analyze and appreciate them in combination with their artistic characteristics.
(c) Simulated situational teaching to improve the analysis, appreciation and teaching ability of kindergarten teachers and students.
Children's literature is the core course of preschool specialty, which combines theory with practice and pays equal attention to knowledge and skills. Therefore, in the teaching of children's literature, it is necessary to combine the theoretical research of children's literature with kindergarten teaching practice in order to receive better teaching effect, make kindergarten teachers and students more grounded and adapt to future kindergarten teaching. For example, when studying the traditional art forms of nursery rhymes, there are nine traditional forms of nursery rhymes. We choose a typical nursery rhyme for each traditional form, so that students can design teaching for children of different ages according to the characteristics of nursery rhymes and simulate the situational teaching in kindergartens. The teacher takes notes below to guide the teaching in a targeted way, guiding students how to introduce different forms of children's songs, how to design activities and how to carry out expansion activities.
(D) the combination of classroom learning and extracurricular practice to improve the innovative ability of kindergarten teachers and students.
It is far from enough to improve the children's literature literacy of kindergarten teachers' students by classroom study in two classes a week. It is necessary to closely combine classroom learning with extracurricular practice, so that students can use the theoretical knowledge of classroom learning to guide extracurricular practice and comprehensively improve children's literary literacy. For example, when studying the chapter "Children's Poetry", after learning the overview, classification and creation of children's poetry, we asked students to use their spare time to combine the theoretical knowledge of children's poetry, and each of them wrote a high-level children's poem with pictures at the same table. In the classroom, students' creative level has been greatly improved, and children's poems created by more than a dozen students have been published in our school newspaper. When learning this chapter of children's drama, the teacher should first explain the characteristics and classification of children's drama, and then learn the adaptation knowledge of children's drama. If we want to carry out the practical activities of children's drama adaptation, the adaptation and creation of children's drama works are valuable and meaningful, and must be guided and supported by the theoretical basis of adaptation and creation. The requirement for students to master the adaptation of children's drama is that they must choose works with complete and coherent plots, vivid characters, tense contradictions and conflicts, simple structural clues, relatively concentrated scene changes, strong appeal and interesting reading. In the process of adaptation, we should choose the appropriate script, appropriately increase or decrease the plot and characters, pay attention to turning the narrative language in the story into lines or stage prompts, and pay attention to the personalization of the character language design. Without the guidance of theory, we can't complete the adaptation practice. After the whole class has mastered the theoretical knowledge of drama adaptation, the story fragments of Rabbit Darling are given for the students to adapt according to the theoretical knowledge they have learned, and the teacher gives focused guidance. The adapted script is rehearsed for children in groups of 4-6 people. This extracurricular practice further consolidated the theoretical knowledge, exercised the students' creative adaptation ability, and received a good learning effect of drama adaptation. Extracurricular practical activities can stimulate students' enthusiasm for learning, mobilize their creative potential, consolidate their theoretical knowledge of children's literature, and comprehensively cultivate their children's literature literacy. In short, only by paying attention to the coordinated cultivation and improvement of children's literature theory, children's literature reading vision, children's literature analysis and appreciation ability and creative adaptability in children's literature teaching can we lay a good and sustainable children's literature literacy for kindergarten teachers and students and lay a solid foundation for their professional development.
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