Keywords: children; Story creation; Kindergarten story creation activities
The language activities in kindergartens are composed of kindergarten language story creation, teacher telling stories, children listening to stories and poetry reading. In the process of kindergarten activities, language activities mainly focus on storytelling and retelling, while language story creation activities in kindergartens are rarely carried out or even some kindergartens have no related activities. This paper explores the activities of creating language stories in kindergartens, finds out the existing problems and puts forward corresponding solutions.
First, the problems existing in children's story creation activities
Children's problems.
1. Lack of self-confidence and autonomy
In the story-writing activities in kindergarten, every child needs to participate in story-writing in order to achieve proper exercise. However, during the activity, some children are afraid to express their ideas because they are timid and afraid of being laughed at. In a story creation activity looking for spring, spring is something very familiar to children. However, in the actual process of activities, it was found that children did not participate independently, but answered questions under the guidance of teachers.
2. Story creation has no theme
Teachers often encounter this situation when guiding children to create stories. Given a story theme, children's thinking is not systematic, so children create stories without themes, follow their own ideas at will, and make up stories aimlessly. This situation not only appears in communication with children, but also often appears in story creation activities.
3. blindly follow other people's ideas
In story creation or other activities in kindergarten, children often answer questions and follow suit. The teacher asked a question, what color is spring? One child's answer is green, and other children will also answer green. This kind of reluctance to use one's brain following other people's answers often occurs.
(b) Problems in carrying out activities
1. Teachers over-guide
In kindergarten teaching activities, there are often teachers telling stories, teachers asking questions, children answering questions and children retelling stories. The teacher's question involves the story character, what did characters experience do? If the children can't answer, the teacher will answer for them and then tell the story from beginning to end. In this way, storytelling activities only cultivate children's language expression ability and memory, ignoring the cultivation of children's understanding ability and innovation ability.
2. Co-creation is less implemented.
In the process of kindergarten activities, I observed that the creation of language stories in kindergartens mainly appeared in the form of children's own creation. Children's independent creation is adopted by most kindergartens because it is easy to operate and guide. However, children often can't cooperate well in group creation, and their thinking and language development levels are uneven, which increases the difficulty of cooperative creation.
3. Pay too much attention to results
The creation of children's stories is a process with a cause, a climax and an ending. In a story, teachers often pay more attention to the realization of the activity goal, that is, whether to create a story with complete structure and rich content. However, it ignores whether the child's thinking logic and language expression are correct and whether the child enjoys the process of story creation. In children's minds, this is a favorite activity or a task arranged by the teacher.
4. one-sided pursuit of science and knowledge
In the process of organizing kindergarten story creation activities, teachers often attach importance to the knowledge and scientificity of stories, and pay attention to learning knowledge and skills during the creation process. The main purpose of story creation is to improve children's language expression ability and imagination, but it ignores the cultivation of children's emotion and morality, which is not conducive to children's all-round development.
Second, the guiding strategy of kindergarten story creation activities
(A) according to children's interests to choose the theme of story creation
Children like different stories because of their different interests, genders and ages. In the process of guiding children to create stories, teachers should create stories according to their interests and development level. From the age characteristics of children, small class children are not interested in many language stories because of their lack of knowledge and experience, poor cognitive level and understanding ability, and prefer simple anthropomorphic story themes such as rabbit darling and three little pigs. This kind of story usually uses a lot of repeated sentences, which is in line with the poor memory of small class children. Repeated sentences can leave a deep impression on children and make them feel familiar and satisfied.
(2) Guided by children's development level.
Every child has individual differences, and teachers should consider the level differences of children when guiding them to create stories. There are many problems in story creation activities. Some children have strong language skills. Teachers should fully encourage and guide children to answer positively and praise their good performance to set an example for other children. For children whose stories have no theme, teachers need to guide their thinking. Some children are afraid to express themselves because of timidity and nervousness. Teachers should give more help to these children. If some children find it difficult, the teacher can change to a less difficult topic.
(3) Encourage children to create stories with rich personality.
Impulsive children will quickly develop their own opinions and respond quickly when answering questions; Introspective children can't answer questions quickly. Before they answer, they often consider all kinds of answers first, and then give more confident answers. Therefore, for reflective children, teachers can give children hints with their eyes. For children with strong expressive ability, teachers should encourage them more and give them more room to play. Teachers' praise should be moderate and specific, so that children can know why they are praised, so as to encourage children to develop better. Like some empty compliments, such as "you are great", such words are not very helpful to children. Children aged 3-6 are curious and full of fantastic ideas, so adults should not rashly consider them "nonsense". They should be aware of the bud of creativity and give correct encouragement and guidance to make it develop.
Pay attention to the proper guidance of children's story creation process.
The creation of kindergarten language stories is an activity with children as the main body and teachers as the leading factor. Teachers can enliven the classroom atmosphere in a timely manner. Slides and related teaching AIDS should also be used as conditions for children's story creation. In story-writing activities, teachers need patience. When the children stood up, they were too nervous to speak. Teachers should not reprimand them, but guide them to "think again, what will happen next?" "What would you do if it were you?" Teachers use inspiring language to guide children's thinking, which not only makes children brave, but also broadens their thinking.
References:
Zhang Jinmei. Why not wait for the child [J]. Early Education, 2002 (10): 3-4.
[2] Yang Xiangping, Yang. On the Cultivation of Children's Creativity [J] .2009 (2).