To develop children's oral expression ability, we should try our best to create a relaxed and happy environment for children, so that they can feel comfortable and have something to say, dare to say and have something to say. First of all, regardless of children's expression level, teachers should adopt a positive and encouraging attitude to enhance children's confidence and courage in speaking. Especially for those children who talk less, we should give them more care and help. At the same time, it is necessary to enrich children's lives and create opportunities and conditions for children to speak. For example, picking up children in the park in the morning, the teacher observes the performance and emotional changes of each child, and finds a topic to have a simple conversation with the children. Another example is: in the game activities, let the children "talk first and then do it"-talk about their plans and plans first, and then do it according to their own ideas; "Talk while doing"-talk while doing, promote the development of the game plot and enrich the game content by talking; "Say after doing"-after the activity, let the children talk about how they did it and make a simple evaluation of their activities.
Second, develop children's oral expression ability by having thematic "topics" with children. Choosing a theme can be considered from the following two aspects:
(A) according to children's knowledge and experience to determine the theme of the conversation, the more children's knowledge and experience, the richer the content of the conversation. For example, "spring characteristics" must be carried out when the spring characteristics are obvious and after the children have long-term observation and full understanding of the spring characteristics. When talking, we can accurately describe the characteristics of spring from the changes of climate, plants, animals, people's clothes and activities, and systematize the knowledge of spring. This not only helps to cultivate children's observation, generalization and memory, but also develops children's oral expression ability.
(2) determine the topic of conversation around the main characteristics of the observed object, such as the conversation after the visit. Teachers can ask questions in order around the main characteristics of the interviewees, so that children can express their impressions of the visit in the order of the visit. Of course, the teacher's questions should be as clear and specific as possible, inspiring and interesting. Developing children's oral expression ability in topic conversation activities can also fully develop children's generalization ability and problem analysis ability.
Third, guide children to "speak" and develop their oral expression ability.
Children's "telling" is a more complex and thorough oral language expression than conversation, which requires children to express their thoughts in detail in a relatively complete and coherent language. The content is as follows:
(1) It is a good way to cultivate children's oral expression ability by looking at pictures and telling pictures. It is easy to arouse children's interest in telling stories, and it is also conducive to developing children's ability to observe and describe. It can be guided from the following two aspects: 1. Questioning teachers can guide children to observe the pictures by asking questions, help them understand the pictures, and finally tell the contents of the pictures in appropriate words. This requires teachers to make full preparations in advance and think about what to ask first, what to ask later and how to ask. Pay attention to three points when asking questions: first, around the theme of the picture; Second, there must be an order, from the whole to the parts, from the main plot to the secondary plot, from the concrete to the abstract; Thirdly, it should be enlightening, encouraging children to think positively, which is conducive to the development of children's language. 2. Demonstration 1 The teacher should demonstrate individual words, pronunciations and some paragraphs so that children can imitate what they say. After the child has finished speaking, the teacher will tell it in simple, concise, complete and vivid language. After speaking, children are not required to imitate word for word. As long as the child understands it, he will speak it coherently and completely in his own words. After the pictures are finished, let the children say the names of the pictures and cultivate their language generalization ability.
(2) Puzzle telling teachers provide various puzzle materials, such as graphic cards of various animals and geometric shapes, as well as structural toys such as puzzle building blocks, snowflake building blocks and little sun designer building blocks, so that children can insert themselves into various three-dimensional objects or pictures and then tell them. Because the content of the puzzle is created and designed by the children themselves, it is very easy and interesting to express it in words. Solving puzzles tells that toys are used as teaching AIDS, and children talk while playing, combining movement with nature. This method accords with children's psychological characteristics of strong curiosity, thirst for knowledge and strong hands-on ability. It not only cultivates children's oral expression ability, but also uses hands, brains and mouths at the same time, which can make children develop in an all-round way.
(3) Painting telling art class can give full play to children's imagination, creativity and thinking ability. Because the content of the pictures is conceived by the children themselves, letting the children tell the pictures themselves after class can fully develop their oral expression ability. At the same time, you can also use various opportunities such as mud kneading, hand-made and clip art to let children tell stories and develop their oral language skills.
Besides the above three methods, listening to music, arranging pictures and watching exhibitions are all good ways to develop children's oral expression ability.
Fourth, use children's literature to develop children's oral expression ability.
The language of literary works such as stories, nursery rhymes, tongue twisters and cross talks is concise, vivid and full of emotion. By telling these literary works, teachers can let children master adjectives that describe natural phenomena, animal and plant characteristics and human appearance; You can learn some verbs that describe behaviors, actions and people's psychological activities. The vivid plot and image description of children's literature works can help children develop their oral expression ability.
Fifth, let children develop language while wanting to speak, dare to speak and know how to speak.
Middle school in interpenetrating field. The development of children's language is closely related to their emotions, experiences and thinking. Therefore, the mutual infiltration of education in various fields is an important way to develop language.
At the beginning of school, it was found that the children in the class had insufficient language skills, which were manifested in the following aspects: lack of communication between peers, most children were unwilling to speak loudly in class, afraid to speak openly to the group, and their speeches were incomplete. To change this situation, the first thing to do is to make children want to say. Only with the desire to say, children will forget and dare not speak out what they want to say and express. With communication, there will be more communication between children and between children and adults, and language will develop in this natural communication. In the past semester, based on this idea, we took a series of measures to make the children in the class never want to talk, never dare to talk, and never finish talking. The whole class showed a positive state and made gratifying progress.
(1) makes children want to say. According to the characteristics of children in the class who like praise and small gifts, we should encourage children to have the desire to talk through mutual encouragement and encouragement. For example, for children who can speak on their own initiative, they should be affirmed in time by sticking red dots, hugging, giving thumbs up and clapping. At the same time, it is necessary to stimulate other children to speak actively on the stage; For individual introverted children, they are not eager to ask them to stand up and speak like other children at first, but to talk individually and guide them step by step to help them overcome psychological obstacles, from being able to stand up-talk to teachers or other children-speak independently-speak loudly, and finally talk generously with others.
(2) Let children dare to speak. In fact, some children don't want to talk, but they just dare not. Therefore, we provide children with various opportunities to express and talk, gradually eliminate their fear of independent performance and enhance their desire to perform boldly. For example, activities such as "Happy Hosting", "Pre-dinner Broadcasting", "Story King" and "Free Talking" should be carried out, so that children can learn to convey what they have seen, heard and learned in life to the people around them through their own performances and speeches, share with others and experience the happiness of sharing. At the same time, it also cultivates children's habit of listening, improves their expressive ability and builds up their self-confidence.
(3) Let the children talk. On the basis of what children want to say and dare to say, guide children to say good things, that is, make what children want to say clear, complete, vivid and appropriate. How to guide? Here's what we did:
1, learning in daily life. If autumn comes, when taking children for a walk, let them observe the changes of trees and flowers. In the process of searching, the children found that many trees have changed, such as "the leaves of ginkgo tree are yellow, like a small golden fan", "some leaves fell and missed the boat" and "the pine tree is green like a pointed hat". The children expressed it in words in time during observation, discussion and imagination, thus developing their oral expression ability. In short, children's daily life, such as outdoor activities, conversation and planting, are all useful resources for children's language learning. Teachers should be good at seizing opportunities and guiding children to learn and develop languages.
2. Learn in the game. For example, in role games, children are encouraged to actively communicate in language, thus achieving language development.
3. Middle schools permeate each other in all fields. The development of children's language is closely related to their emotions, experiences and thinking. Therefore, the mutual infiltration of education in various fields is an important way to develop language. For example, in music activities, how do children feel when listening to music? Then let the children describe it in words; Let the children say the contents of their paintings in language in art activities. Let children develop their language skills in a relaxed and natural atmosphere.
In short, early childhood is a critical period for the development of spoken English. Childhood is the fastest time to master spoken English in one's life. During this period, through correct education and guidance, children's speech, especially oral language expression ability, will be greatly developed and their vocabulary will increase rapidly. Developing children's oral expression ability is the basic task of kindergarten education and the ultimate goal of children's language education.