Model essay on Chinese education 1: Problems existing in children's Chinese education and teaching Abstract: This paper analyzes the problems existing in children's Chinese education and teaching at present, and puts forward practical measures for children's Chinese teaching through practical teaching cases, with a view to improving the teaching level of children in China.
Keywords: children; Learning; Language education; Problem countermeasure
Children's language education and teaching is a process in which children learn to adapt to social language under the guidance of kindergarten teachers. In the whole process of children's language teaching, children are the subject of the classroom and language is the object. The main purpose is to let children know and understand the language, communicate freely with the surrounding language environment and lay the foundation for future development.
First, the current children's Chinese education and teaching problems and causes analysis
(1) Not enough attention. Children are different from middle-aged and young children, and they have not yet formed basic self-care ability. Therefore, parents think that children can't learn anything, regard kindergartens as nurseries, put children in kindergartens, pay attention to children's health and ignore their learning. This phenomenon is particularly prominent in grass-roots kindergartens in districts and counties. At the same time, some self-run kindergartens adapt to the psychological requirements of parents, and more help? Looking after the children? Due to the lack of attention and investment in teaching, many professional teachers have been excluded, and those who have experience and can take care of children have become popular candidates, leading to the existence of preschool education in name only.
(2) Improper teaching methods. Kindergarten and primary school teaching are very different because of different objects. Children will be full of magical feelings about new things and are more willing to devote themselves to the study of magical things. However, the current kindergarten teaching ignores the actual situation of children, language teaching lacks innovation, classroom design is single, and children's learning is not paid enough attention. In the teaching classroom design, kindergarten teachers are too casual, thinking that children are young and ignorant and can cope at will. They are not diligent in preparing lessons after class, treat their children as spectators in class, and can't guide them to learn languages correctly.
(3) The content is divorced from reality. Kindergarten teachers lack in-depth thinking when choosing the teaching content, do not do too much research and analysis on the environment where children live, and design the teaching content according to textbooks, personal logic, or referring to the opinions of other teachers. Such teaching content is either beyond the scope of children's understanding, or not combined with reality, difficult to understand, or unattractive.
(4) The relationship between teachers and children is not harmonious. According to the advanced teaching concept, children and teachers should stand on the same platform to communicate. Children are in the early stage of growth, and their cognition of the outside world needs the guidance of teachers. Teachers should set an example at this moment and establish a good relationship with children. This requires preschool teachers to abandon the traditional concept of inequality between teachers and students, put down their posture and integrate into their own life circle.
Second, some suggestions for children's language education and teaching
Combined with our own kindergarten teachers' experience, how to improve children's Chinese teaching level in practical teaching?
(1) Clarify the teaching purpose. Compared with primary and secondary schools, children's language is more practical. The content of primary and secondary school students' learning is not necessarily used in practice, but mostly depends on the level of exam results. Language teaching for children is to enable children to learn the ability to communicate with others in practice, that is, to understand what others are saying, express what they want to say, and further cultivate children's polite habits. Therefore, we should take this as the purpose in teaching, not divorced from the purpose of teaching, so that our teaching can really serve the development of young children.
(2) Close to children's reality. In teaching, kindergarten teachers should first master children's ideological understanding and learning rules of external things, analyze, treat and solve problems from the perspective of children, and then combine teaching with people, events or natural phenomena around children, so that children can directly feel the teaching content. Like explaining? Monkeys catch the moon? When using this idiom, we must first make clear the teaching purpose, that is, to make children understand? Monkeys catch the moon? When can I use the meaning in real life? Monkeys catch the moon? Express yourself. Secondly, seriously think about doing a good job in classroom design, combining? Monkeys catch the moon? Story, set different questions and answers and activities at different stages. For example, when it comes to? The old monkey said, do something to catch the moon? Children can guess how monkeys catch the moon. For another example, when talking about monkeys fishing for the moon, prepare corresponding equipment to let children experience the process of fishing for the moon and understand the concept of underwater imaging. Then, discuss in groups? Monkeys catch the moon? Let the children make sentences with practice. Finally, the kindergarten teacher unfolded the story appropriately, explaining the physical knowledge of the moon and China's traditional story about the moon; Explain the knowledge of underwater imaging and organize children to carry out related activities. The above teaching content? Monkeys catch the moon? Although it is not common in real life, there is a big gap with children's practice. However, through design, natural phenomena in children's surrounding environment are introduced into the classroom, which not only stimulates children's independent thinking ability, but also taps their own creativity.
(3) Enriching teaching forms. Although the content of children's teaching is simple, the teaching form is ever-changing, which requires careful thinking and preparation. The forms of preschool education mainly include traditional classroom teaching, rich extracurricular activities and teaching activities. In activity design, we should use games to get every child involved. The setting of the game needs to be combined with the characteristics of children, simple and easy to understand, so that all children can participate. For example, when teaching children to know animals, let them learn the sound and walking posture of each animal to achieve the purpose of teaching.
(4) Integrate into the children's world. For a kindergarten teacher, being able to integrate into the children's world is an important criterion to measure whether he is excellent or not. When kindergarten teachers integrate into children's world, they will not only be baptized by new souls, but also improve their outlook on life. They will also be able to teach children easily, find the key to learning, and let children truly experience the charm of language communication. To sum up, in children's language education and teaching, the key to overcoming problems lies in grasping children's reality objectively and grasping the laws of children's language learning through experience accumulation, so as to implement effective teaching in a planned and purposeful way, cultivate children's good language habits from childhood and promote their healthy development.
References:
[1] Jiang Junhua. Research on teaching guidance strategies in kindergarten collective teaching activities [D]. South China Normal University, 2007.
[2] Li Xiaoping. Observation and research on teachers' classroom questioning in kindergarten language teaching activities [D]. Hebei Normal University, 20 12.
[3] Gai, Yang, Children's School Preparation in China: Problems Analysis and Promotion [J]. Journal of Northeast Normal University, 2008(06).
Language Education Model II: Research on Classroom Language Education Technology Abstract: We should also see that, like other quantitative analysis software, Flanders interactive analysis system only reflects the language interaction behavior of teachers and students in the classroom, so the conclusion is not comprehensive enough, and it needs to be continuously explored and improved in use.
Keywords: classroom language education; technology
First,? Flanders interactive analysis system? And then what? Auxiliary software of Flanders interactive analysis system? brief introduction
? Auxiliary software of Flanders interactive analysis system? Is a quantitative analysis software of classroom language, based on American educator Ned? Flanders proposed it in the' 60s? Flanders interactive analysis system? Designed for the foundation. In order to better explain the problem, it is necessary for us to understand first? Flanders interactive analysis system? Give a brief introduction.
1. Flanders interactive analysis system
Flanders' interaction analysis system is mainly composed of the following three parts: (1) A coding system describing classroom language interaction between teachers and students. Flanders classifies all language interactions between teachers and students into 10 categories, as shown in table 1. Among them, 1 to class 7 is the dialogue between teachers and students, and classes 8 and 9 are the dialogue between students and teachers. In addition, Flanders called quietness or chaos static and classified it as 10. (2) Observe and record the coding mode. Flanders mainly adopts the method of regular sampling: researchers observe the speech acts of teachers and students according to the classification in table 1, and record the codes that best describe their types in the corresponding table every three seconds. 0? Show? 10? . (3) Data analysis methods There are three analysis methods: matrix analysis, ratio analysis and timeline marking. Generally, relevant tools and software are used for data analysis.
2. Auxiliary software of Flanders interactive analysis system
Compared with other similar software, the auxiliary software of Flanders interactive analysis system is more powerful and easier to operate. After running the software, the interface as shown in figure 1 will appear. For the convenience of input, we usually use? Excel data import? The way. Just enter the codes recorded in the class into the Excel spreadsheet in sequence, save them and then choose? Excel data import? Import data into the system, and the imported data will appear in? Please choose a file name? In the drop-down list. Select the file name in the list to process the data. Delete modify timeline marker? And then what? Matrix and ratio analysis? Data processing and analysis. Limited by space, this paper only introduces the application of matrix analysis and ratio analysis.
Second, the analysis example
Let's first define the language codes that are not involved in the table 1 as follows: Is the teacher who demonstrates multimedia courseware equal to the teacher? Explain? , recorded as 5; The quietness of students' thinking is equivalent to students being driven away by teachers. Answer the question? Prepare, record as 8; Silence caused by students not understanding or hearing the teacher's language is recorded as 0. Some behaviors or body language of teachers and students in class are also classified into corresponding language categories: is the smile equivalent to the teacher's answer to the students? Accept? , recorded as1; Nodding or clapping is equivalent to Praise or encouragement? , recorded as 2; Regardless of the time students practice after class. We recorded 834 effective codes of teacher Y's "Dispersion of Matter in Water" classroom teaching, and analyzed them with the auxiliary software of Flanders interactive analysis system, and got the matrix and ratio.
1. Matrix analysis method
To illustrate the problem, first, briefly introduce how the data of cells in the matrix in Figure 2 are generated. For example, the codes that record the language behaviors of teachers and students in a certain period of time in class are 6, 0, 5, 1, 4, 8, 8, 2, 3, 6 in turn, and the language behaviors expressed by two adjacent codes are separated by 3 seconds, so this 10 code generates 9 intervals, which are respectively expressed as (6, 0) and. Generally speaking, N- 1 sequence pairs can be obtained from n codes. The first digit of each sequence pair represents the serial number of the row in the matrix (the serial number corresponds to the coding category, the same below), and the last digit represents the serial number of the column in the matrix. (6,0) means 10 composed of 10 language behaviors? The cells in row 6 and column 10 of the matrix of order 10 count each occurrence of the same order pair 1. Calculate all the ordered pairs respectively to form the Flanders transfer matrix. Does the data of each cell in the matrix represent the same? Persistent classroom language behavior? The frequency of occurrence, such as frequency 66 of (4, 8) in the matrix shown in fig. 2, indicates the frequency recorded in this category. From where? The teacher asked questions? Arrive? The students' behavior of answering questions appeared 66 times. Each cell on the main diagonal (upper left to lower right) of the matrix is called? Steady state lattice? This is because the speech acts expressed by rows and columns are in the same order, that is to say, the speech acts of this serial number are more than 3 seconds, that is, the teacher or student is doing one thing continuously. For example, the number 200 in the (5,5) steady-state cell in Figure 2 represents a record? The teacher continued to teach? Behavior 200 times, about 10 minutes; (10, 10) The number 3 in the steady grid indicates that meaningless language behaviors are recorded three times. The region where the 1-3 row and the 1-3 column of the transfer matrix intersect is called? Actively integrate into the power grid? Record the frequency of emotional harmony between teachers and students; What is the intersection area of rows 7-8 and columns 6-7? Defect lattice? Record the frequency of emotional communication between teachers and students. The frequency of each cell in this area is less, which shows that teachers and students are more harmonious in language communication. Through the transfer matrix, we can also observe the innovation degree of teachers' questions. The closed loop formed by four cells (4, 4), (4, 8), (8, 4) and (8, 8) shows that teachers' questions drive students to answer, which can reflect the degree of training-oriented questions; The closed loop consisting of four cells (3, 3), (3, 9), (9, 3) and (9, 9) shows that teachers induce students to take the initiative to speak by accepting or adopting students' opinions, which can reflect the degree of innovation in asking questions. As can be seen from Figure 2, the total data of the two steady-state units (4, 4) and (5, 5) are relatively close to those of the two steady-state units (8, 8) and (9, 9), which shows that the time for teachers to explain and students to answer continuously is equivalent, reflecting that the question-and-answer between teachers and students is positive; In addition, through analysis? Actively integrate into the power grid? With what? Defect lattice? It can be seen from the data that teachers' questions and students' answers are conducted in a relatively harmonious atmosphere, but training-oriented questions are the main ones, and innovative questions need to be strengthened.
2. Ratio analysis
To illustrate the problem, let's briefly introduce the corresponding proportion. For the convenience of expression, the frequency on the cell in column J of row I of the matrix in Figure 2 is expressed as Cell(i, j), and the sum of all frequencies in row I is called Row(i)=? 10j= 1cell(i, j), and the sum of all frequencies in column j is called Col(j)=? 10j= 1cell(i, j), where the sum of the frequencies of all elements of the matrix is expressed by Total, and Total=? 10i= 1？ 10j= 1cell(i, j). The importance of each ratio is shown in Table 2. In the table? Norm? This is obtained by Flanders and others after many studies. Comparing the results of variable analysis in Figure 2 with the norm in the above table, we can find that teachers pay more attention to students' autonomous learning and active learning while paying attention to language teaching; Tend to exert a positive influence on students indirectly; Class time utilization rate is high, so it can appear in class? Ice? Under the condition of guiding students in time; Tend to actively strengthen students' answers, that is, praise and affirm students' answers far more than criticism; Be able to respond to students' questions in time; Be able to guide students with more questions and urge them to think and express their ideas actively. However, some questions only stay in the textbook content, lacking the problem of promoting students' divergent thinking, which is the deficiency of teachers' questioning.
Three. assess
The auxiliary software of Flanders interactive analysis system is a very professional classroom teaching analysis software, and its application is of great significance to improve teachers' professional skills. Using this software to quantitatively analyze the language of teachers and students in the classroom, we can find the shortcomings and defects of teachers in the teaching language in a short time, which is convenient for teachers to analyze the classroom teaching situation, so as to improve the guidance strategy for students' language and improve their own classroom teaching level. At the same time, we should also see that Flanders interactive analysis system, like other quantitative analysis software, only reflects the language interaction behavior of teachers and students in the classroom, and the conclusion is not comprehensive enough, which needs to be explored and improved continuously in use.
refer to
1, the critical period of language acquisition and its enlightenment to education Chen and Peng's psychological development and education 200 1-03-20