Part 1: Listening (understanding the story)
1, to help children understand the composition of the story
If children want to learn to create stories, they must first learn how to understand them. As we all know, the four elements of a story are: time, place, characters and plot, all of which are indispensable. Of course, if you teach these concepts directly to children mechanically, they may not understand, but when listening to stories, you should subtly guide them to understand. So I often choose some interesting books with clear story clues to guide children to read and tell, and analyze the time and place where the story happened, who is in the story, what is the main line of the story, and what is the result of being with children. For example, when I tell my children about activities, I guide them to express them in the order of "who went where, when, under what circumstances and what". Use the above methods to train children's thinking logic, so that children can increase their ability to understand and grasp the story elements in their accumulated feelings and understanding of the characters, plots, themes and languages in those stories.
2. Teachers should master the skills of telling stories and use positive emotional contagion children.
In kindergarten, children learn stories not only by reading books, but also by teachers. But storytelling should also pay attention to skills and avoid blindly "reading" stories. Teachers should pursue the proper use of language, movements and expressions, and lead children to understand the mystery of the story from the perspective of children. Only when teachers are interested in and moved by the content of the story can they better convey the content of the story to children. The richer the images produced in a teacher's mind, the deeper the children's understanding of the story.
3. Use random questions to help children solve key problems in reading.
In the process of learning stories, children will suddenly become interested in some details, but because their attention level is still in the primary stage, these interests may be fleeting. Therefore, teachers should grasp the children's interest points in time and help them understand the story better by asking random questions.
Take the story "Grandpa must have a way" as an example. The children became interested in a little girl in the story. The teacher lost no time in asking, "Who is she?" Where did she come from? "Let the children go back with questions and finally find that the little girl turned out to be the sister of the protagonist. The teacher asked again, "Did you find anything different? "It turns out that the little girl has grown from a newborn baby to what she is now. That's how the hero grew up.
By asking random questions, children actively explore, and their observation ability and induction ability are exercised here. At the same time, the child does not deviate from the theme in the process of observing the picture, and pays attention to the realization of the goal while paying attention to the interest. Children's interest in exploring in activities has also been effectively stimulated and maintained, and their ability to understand stories has been potentially guided and brought into play.
The second part: can tell (reproduce the story)
According to Piaget's cognitive interaction theory, children's language development is the result of interaction with the surrounding environment. Therefore, the cultivation of children's language expression ability should be a process of constantly promoting the interaction between subject and object and long-term development. We should provide more opportunities for children to speak by organizing colorful activities.
1, from the key dialogue in the story to the complete story.
The story is not over, but it can help children retell it. In this form of retelling, children are in high spirits. They like to imitate dialogues between characters, play roles in stories, repeat familiar stories, dialogues and narratives, use and understand situational language in scenes, and experience the pleasure of using beautiful language. And can express the psychological characteristics of the characters according to their own knowledge and understanding, endow the characters with certain thoughts and feelings in the performance, and have a deeper understanding of the works. On this basis, guide the children to reproduce the story completely. For example, children are very interested in the interesting and vivid dialogue after they are familiar with the story "The Rooster with a golden comb", and they imitate it one after another. Through inspiration, the children sprouted the desire to perform. Because there are many sentences describing the scene in the story, which can't be expressed in the form of performance, we joined the role of "narrator" together, so that the whole story can be performed completely. In order to increase children's feelings about the beauty of artistic conception in the story, we also provided music for the story. Through such activities, children's language use ability has been further improved from part to whole.
2. Pay attention to the enrichment and accumulation of vocabulary and sentence patterns.
Children are limited by experience and influenced by their own development, and their vocabulary is relatively small, and their ability to use vocabulary is relatively poor, which often leads to the phenomenon that they want to say but can't say it. Therefore, as a teacher, while telling stories, we should help children accumulate vocabulary by enriching quantifiers, adjectives, verbs and nouns, or create some scenes for children to say a sentence or a paragraph with vocabulary; Second, we should enrich children's life experience and accumulate language materials for children. Research shows that language and experience are inseparable, so I often guide children to learn some beautiful words and sentence patterns in stories and fairy tales, and feel and understand the language expression of story works. In this way, when children create stories, they may imitate their language to create samples. For example, some children may say at the beginning of the story, "In a place in XX, there lived a rabbit named XX and XX …", and children may say at the end of the story, "In the future, XX will never …".
3. Stimulate children's imagination and creativity through "questioning"
Tao Xingzhi put it well: "The starting point of invention is to ask." It is very important to use effective questions flexibly in story teaching, because the process of children learning stories is a one-way independent hidden thinking activity of children themselves. Teachers can better understand children's thinking mode and existing understanding level by asking questions, so as to better guide children to exert their imagination and creativity. In general group story teaching, it is difficult for teachers to improve teaching efficiency because of the large number of children. Therefore, teachers must improve the quality of questioning, be good at inspiring and guiding children to understand the content of stories and sort out the context of stories, so as to further cultivate children's reading ability. Teachers often say, "Don't you think?" In collective reading. "Is this right?" Such as closed questions, these questions can only be answered by simple judgment, observation only exists on the surface, and children's conceptual understanding cannot be formed, children's thinking cannot be effectively activated, and the original experience cannot be reproduced and improved. Therefore, when designing questions, teachers can ask some open questions, guide children to think and imagine actively, and let children seek answers spontaneously.
For example, when learning the story of Flying Kitty, the teacher threw out two questions: "1, is there anything you don't understand or don't understand?" 2. What else do you want to know? " The children thought about it and asked this question: "1, why did the kitten fly into the sky?" 2. How did it get to heaven? "So, the teacher let the children freely play such an idea, and they came up with all kinds of answers. Some said, "The kitten wants to play with the birds in the sky. It blows the big balloon, grabs the rope of the big balloon and flies into the sky. Someone said, "The kitten wants to see the world in the sky." . She sat on the magic carpet and flew into the sky as soon as she said a spell. "Others said," The kitten wants to play hide-and-seek with the clouds in the sky. It turned to dandelion for help. As soon as the wind blows, it flies into the sky. "
This kind of open question can make every child actively participate, exert his imagination and express his own ideas, which not only brings a successful and pleasant experience, but also cultivates the sense of exploration in the process of imagination and expression.
4. Provide a supportive environment to encourage children to speak boldly.
Chomsky believes that environment can produce stimulating effect and shaping effect. Creating a suitable environment is very important for children's interest. Therefore, we teachers should create rich language environment and learning opportunities for children. An environment full of reading atmosphere can undoubtedly play a good role in promoting children. According to the reading characteristics of children of all ages, we should try our best to choose materials purposefully and planned, and use various functions and forms of creative means to maximize the educational function of the environment and stimulate children's interest.
In the creation of the environment, I first opened up a special reading corner to provide reading materials that children like. The reading of children's books is mainly a sensory need, and there must be lovely animals, interesting objects, colorful pictures and content similar to one's own life experience. Children often accompany books and enjoy reading in daily life, which not only enriches the reading quantity, but also cultivates the reading ability, and naturally can better control the story. Secondly, open up a "story processing factory" to provide children with waste books for cutting and pasting, typesetting and reprocessing, and make them into story books with brand-new content, so that children can communicate and enjoy them through the "story publishing desk". In the creation and sharing again and again, children's storytelling ability has been continuously improved.
The third part: Will make up (make up stories)
There are many kinds of stories, such as sequel stories, pictures, propositions and so on, each of which has its own guiding way. Therefore, we should pay special attention to the use of methods when guiding children to create stories.
1. Help children grasp the rationality of story development in the sequel story.
In the usual story teaching, we often leave a suspense at the end of the story, so that children can finish the story all the way. Children often make up many different endings, many of which are imaginative and reasonable, but there are also many answers that have nothing to do with the original story.
Take the sequel "Grandpa must have a way" as an example. The grandfather in the story turned a wonderful blanket into a coat, vest and so on. As his little grandson Yue Se grew up, the children were deeply attracted. I told them to keep making up stories. Some children continue to edit according to the idea of "vest-pants-hat-socks"; Some children follow the idea of "vest-hat-gloves-pants-handkerchief". Obviously, they all have their irrationality. Therefore, I guide the children to analyze that the cloth needs to be cut less and less, so the things made are getting smaller and smaller. After mastering the rationality, the effect of children's renewal is much better.
Therefore, when organizing activities to continue the story, we must pay attention to helping children grasp the rationality of the story development, prevent children's imagination from getting out of control, and make children's imagination both extraordinary and reasonable.
2. Inspire children to find relevant clues in the picture telling.
The activities of telling stories by looking at pictures, especially the activities of making up stories by looking at pictures, filling in stories by looking at pictures and personifying stories, require children to have certain observation ability, logical thinking ability and creative thinking. Therefore, it is necessary to teach children the method of observation, observe, think and talk about what is happening on the screen, look for clues about the plot, and let children connect their thoughts that are separated by problems. Children can be guided to observe first, and then inspired to ask: "Who is on the screen?" "Where are they?" "What are they doing? What is the effect? " And ask the children to express the story completely and coherently with related words, such as "some" ... some ... others ... "or" first ... then ... finally ... ".
Such as; In the teaching of Bunny in distress, children are required to find out the relevant clues between the first picture and the last picture by carefully observing them, and then make up the story of how the small animals defeated the big black bear. Teachers guide children to make full use of creative thinking, think positively and imagine various ways to defeat the big black bear. Children's imagination is extremely rich, and some children want animals to cross the river; Some children want animals to hit big black bears; Some children want animals to hide; Some children also find ways to call elephants to help, and so on. Faced with so many methods, I organized children to discuss in time: "Which method do you think is better? Why? " This requires children to use logical thinking ability to think and compare the rationality and feasibility of these methods according to their own life experience and knowledge experience. Then choose the method they think is better and give reasons. In the whole story-telling activity, children's thinking has been fully developed, and at the same time, their exploration ability has been further cultivated.
In addition, it should be noted that teachers should grasp the characteristics of children's attention and provide children with pictures that can attract their attention, because only the content of pictures can attract children's attention and stimulate their interest in exploration. For example, the characters in cartoons are colorful and eclectic, which are deeply loved by children and easily attract their attention.
3. Help children build lively story scenes in the production of propositional stories.
The advanced stage of story-making is also "propositional story-making", that is, let children make up stories according to propositions without any pictures and tips. In the process of creation, we should not only consider the consistency between the framework and the main body of the whole story, but also consider whether the details are interesting, vivid and attractive. This requires children not only to have a certain overall framework ability, but also to have a good ability to deal with details and express the external language and psychological activities of the characters. When children first come into contact with a proposition, they will be at a loss and don't know how to describe such an empty proposition. At this time, you can help children build a vivid story scene first, or build a framework to guide children to start narrating on this basis. Slowly, the child's thinking is no longer limited, thinking more.
Taking the proposition "whose flower ball" as an example, children are not trapped by the proposition, but directly start looking for the owner of the flower ball. Instead, they first described a lively game scene for us: small animals playing happily on the grass. They play chicken with eagles and hide-and-seek with them. However, the contradiction happened: the kitten was angry because it was not her turn to play with the eagle. Everyone said that the kitten was too stingy, so the kitten went home alone. In the next few days, the kitten never appeared again and went to play alone. Next, the development of the story is even more incredible: one day, when everyone was playing by the river, they saw the kitten's flower ball, but there was no trace of the kitten. So everyone came to the kitten's house with flowers and wanted to give them back, but the kitten was not at home and there was a layer of dust at the door of the kitten's house. It seems that I haven't been home for several days. Everyone felt suspicious, so they went back to the river and found traces of struggle by the river. The kitten was probably caught by the wolf. So, everyone discussed the way to rescue the kitten. It was dark, and the small animals came to the wolf's cave. The puppy learned to bark and took the wolf out of the cave. The wolf came out of the hole and just tripped over the rope. A big net fell from the sky and wrapped the wolf tightly. Everyone swarmed and killed the wolf, and a kitten was born. The ending of the story is warm: the kitten is ashamed to see that everyone cares so much about herself, but everyone doesn't mind at all. The next day, a lively figure of a kitten appeared on the grass, and it also played with its flower ball!
What a rich imagination! How reasonable! Taking the flower ball as a clue, the children painted a vivid picture for us: there were lively game scenes; There are scenes of conflict between partners; There is a thrilling scene of outwitting wolves; There are also warm scenes where friends can bury the hatchet. The most important thing is that children jump out of the box of propositions and are not limited by propositions. These abilities are gradually cultivated in the various teaching methods mentioned above, and they all come from the existing experience of young children. They are really convenient.
To sum up, through the organic combination and reasonable implementation of the three steps, children's ability to create stories has made a qualitative leap. I believe that as long as we lay a solid foundation through the guidance of scientific system, more imaginative and excellent works will be born.