This paper analyzes the problems existing in children's language education and teaching at present, and through practical teaching cases, puts forward operational measures for children's language teaching, with a view to improving children's teaching level 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 help them to "look after children" and "be nannies". Their attention and investment in teaching are insufficient, many professional teachers are excluded, and those who are experienced and can take care of their children become popular candidates, which leads to the ineffectiveness of preschool education.

(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. For example, when explaining the idiom "monkey fishing for the moon", we should first make clear the teaching purpose, that is, let children understand the meaning of "monkey fishing for the moon" and when to express their meaning with "monkey fishing for the moon" in real life. Secondly, seriously think about doing a good job in classroom design, and combine the story of "monkeys fishing for the moon" to set up different questions and answers and activities at different stages. For example, when talking about "the old monkey said: Try to catch the moon quickly", can children guess how the monkey caught 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 the meaning of "monkey fishing for the moon" in groups, and let the children practice making sentences. 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. Although the teaching content of "Monkeys Fishing for the Moon" mentioned above is not common in real life, and there is a big gap with children's practice, 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 children's 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).

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