Abstract: Chomsky, a linguist, believes that language is an ability to connect sound and meaning according to the rules of the national language. Preschool period is a critical period for children's language development, and there are certain differences among different age groups. Children in large classes have strong language communication skills and are good at expressing their ideas in words.
Paper Keywords: small class children, language ability
Small class children are in the stage of vocabulary accumulation. The middle class is in a state of "green and yellow", which is a process from language accumulation to language output. Although I have a certain vocabulary, I can communicate in other languages. However, according to our observation and thinking for a period of time, it is found that the development of children's language communication ability in class is uneven, and children in class can be roughly divided into four groups.
The first group: articulate. You can find their cheerful figures in any activity and hear their hearty laughter. Strong language communication skills, will take the initiative to invite other children to participate in their own activities, with many playmates. Such children account for about 25% of the total population.
Group 2: Usually, they seldom talk. Contrary to the 1 group, most regional activities and optional games are played quietly by one person, and other children are never invited or communicated with. Such children account for about 10% of the total number.
The third group: timid, not good at expressing their ideas, even if they know how to solve problems, they are afraid and timid. Such children account for about 30% of the total number. Group 4: He is absent-minded in class. He listened to the teacher's interesting remarks, raised his hand to answer questions, and answered them well, but he was absent-minded at other times. Such children account for about 35% of the total population.
According to the above classification, children's language communication ability is very different, which invisibly affects the development of children's other abilities. The children in the first group are adaptable and have been able to convert language accumulation into language output. Children in group 4 lack better listening comprehension than children in group 1. The second group and the third group have the same characteristics: lack of language communication ability, fear of getting along with others, fear of competition with others, and poor adaptability. From the above analysis, we can undoubtedly see that children like the second group, the third group and the fourth group will have many difficulties in their growth if they are left unchecked. Faced with such a situation, as a teacher, I can't help but worry, and I can't wait to reverse Gan Kun immediately. However, once a child is formed, it is not easy to change. It is imperative to pay more attention to these children, find out the "cause" and prescribe the right medicine.
Through one year's practice, we found that the following three measures can effectively change this situation, stimulate children's desire to speak, cultivate children's initiative to speak, and enhance their self-confidence in speaking.
First, skillfully set questions and guide children to have something to say.
Children's discussions often need the organization and guidance of teachers. At this time, the questions provided by the teacher are particularly important. If the topics provided are familiar and interesting to children, then children can quickly get involved in the topic, actively participate in the discussion and be willing to express their ideas. For example, let the children discuss "Do you like watching Journey to the West? Why? " Every child can tell the reason why he likes it. Some people talk about magical golden hoop sticks and so on, and even at the end of the discussion, they go deeper into the topic and become "Who do I dislike the most and why?" In a word, they talked about immortals and monsters, and the discussion atmosphere was lively.
Second, create an environment to encourage young children to have something to say.
The prerequisite for the smooth implementation of this step is to establish good group relations. The development of children's language is greatly influenced by the surrounding environment and psychological factors. To develop children's language and promote children's communication, it is necessary to create an equal and harmonious psychological environment for children, provide them with opportunities for exercise, and make them more and more willing to talk to everyone. Therefore, in daily life, we create a relaxed atmosphere for young children, become friends of every child, study and play with children, touch their heads, pull their hands and give them thumbs up, so as to build a bridge for them to exchange feelings. Slowly, children are willing to talk to us, and we also lose no time to create a language environment for children to speak freely, so that every child can speak freely. Such as: using regional activities, optional games, observing walking, and talking gently with peers. Over time, the distance between children has narrowed and become speechless.
Third, enrich activities and inspire children to have something to say.
Children have something to say and dare to say, but they can't fully express their ideas. To improve children's language expression ability, it is imperative for teachers to enrich children's vocabulary. First, enrich children's vocabulary by organizing various colorful language teaching activities. According to the age characteristics of children, we adopt the method of combining vocabulary and action. For example, when learning the children's song "Flowers falling", there are verbs in it: lift, climb, drink, hug, jump and so on. After listening to the children's songs, ask the children to express these verbs with various vivid actions so as to understand and remember them. Secondly, expand children's horizons and let them visit farmhouses and go hiking. Embrace nature and enrich your knowledge and experience. So as to stimulate children's desire for language expression, let children say whatever they want, and know what to say and how to say it. While carrying out the above three steps, we can't ignore another problem, that is, cultivating children's good listening habits, which can't be formed overnight. Therefore, we have designed relevant links in the teaching of various subjects to cultivate children's listening ability. For example, in art activities, please listen carefully to the requirements put forward by the teacher before writing; In language activities, please ask individual children to answer or tell relevant content, and the rest of the children will be "small prosecutors" to reward those who find mistakes; In mathematics activities, we often take the form of "clapping our hands while listening to numbers" to improve children's "listening" concentration in a subtle way. At the same time, strengthen the contact between home and children, and often let children tell their parents by SMS. For example, please tell your parents what you saw and heard today, and ask them to write it down and take it to kindergarten tomorrow to improve their listening.
In short, promoting language development and improving language ability will benefit every child for life. Because only through language communication can we promote mutual cooperation and be invincible in the fierce competition.
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