Childhood is a critical period of language development in a person's life, and 3-8 years old is a critical period for children to learn the basic ability of reading. Language education plays an important role in the five fields of kindergartens in China, and runs through the teaching in other fields. Having a certain language quality and reading comprehension ability is the premise for children to learn knowledge in other fields, an important way for children to absorb knowledge and express their thoughts, a key factor affecting children's entry into primary schools, and it is related to the degree of children's socialization and the development and application of language skills throughout their lives. However, at present, there are some irretrievable problems in kindergarten language education activities, such as whether teachers can improve the effectiveness of teaching and let children understand, learn and express, which has become a hot issue of concern. In view of this, this paper aims to analyze this dilemma and put forward corresponding countermeasures in order to provide reference for the smooth development of effective teaching in kindergarten Chinese education activities.
First, find out the meaning of effective teaching in kindergarten language education activities.
Nowadays, people pay more and more attention to effective teaching. As a new viewpoint, there is no consensus yet. In short, as far as the author summarizes the definition of effective teaching at home and abroad, it mainly includes: teachers have successfully achieved the teaching purpose, that is, they can make students have the will to learn and engage in learning activities after class that they can't engage in before class. The author finds out the effective teaching of language education activities in kindergartens, that is, under the premise of the scientific concept of children's language development, according to the laws of children's physical and mental development, kindergarten teachers can make children feel and understand what teachers teach, and communicate with each other in the early stage of learning, with certain language application ability.
Second, the current problems in kindergarten language education activities
(A lack of targeted goals, it is difficult to highlight the characteristics of early childhood development.
Goals play a guiding and planning role in kindergarten language education activities. In general, the language education activities in kindergartens are carried out by the class teacher according to the syllabus, and the content of the syllabus is an efficient and desirable curriculum standard compiled and uniformly formulated by specialized teaching researchers and excellent teachers according to the average level in specific areas. However, in some kindergartens, some teachers actively internalize the outline content in language education activities, but fail to adjust and redesign the goals according to the age characteristics and overall level of the children in this class, that is, fail to form generative goals. Sometimes the teaching content is too much and too difficult, and the children's enthusiasm for answering is not high, which leads to low teaching efficiency. This practice of blindly following the outline goal either compromises the natural development and maturity of children's language and lowers the level value, or it is biased towards the recent development area of children's language, raising psychological expectations and not redesigning the overall level of children. It is really difficult to highlight the goals and development characteristics of children's age.
(B) the content is far from life, and it is difficult to reflect children's interests.
Teaching should be suitable for children's language development level and conducive to the development of children's oral and written language ability. [3] In the actual language education activities in kindergartens, teachers only consider the length and duration of the story when choosing the content, but fail to consider whether the cultural background and difficulty of the content are in line with the existing life experience and language acquisition level of children. This kind of story that is not close to children's life makes children unable to understand, and effective teaching is greatly reduced. For example, telling stories does not take into account whether the enlightening and educational content is in line with the child's existing life experience, whether it is in line with the child's interests and so on. Only from the perspective of teachers' thinking, they often choose so-called interesting stories, so the inefficient teaching effect will not help children to improve their reading ability and oral expression ability. In addition, kindergarten teachers often tell fairy tales or watch children's movies to guide teaching. Lack of storytelling skills and too few effective questions in storytelling often lead children to respond with "yes" or "no" or "don't know" invalid answers. If teachers only pay attention to the use of narrative skills, but neglect the learning of children's language elements and the cultivation of their ability to express complete sentences, it will not be conducive to children's speech construction process and language ability acquisition. Therefore, teachers cannot grasp the content of language education in the teaching process, and the problem that children's interests need to be grasped vaguely needs to be solved urgently.
(C) the collectivization of organizational forms, it is difficult to feedback
The actual situation of children First of all, teachers pay too much attention to the "indoctrination" of stories in Chinese teaching activities, and only adopt narrative teaching methods, instead of giving children more thinking space in the process of telling stories, so that children can independently and innovatively construct story plots. Secondly, the form of Chinese education activities is mainly one-way "output". The printed language of children's obedience and reading comes from teachers' unilateral giving and receiving. The characteristics of Chinese teaching activities are that teachers lead to stimulate children to listen to stories, and the one-to-many form makes children lack communication and response. In group activities, children often interact with teachers as a group. Teachers' energy and teaching time are limited. In the process of communication, they can only communicate too much with some children, while others can't get proper exercise, so the overall teaching effect is low. Teachers do not give children enough opportunities to communicate with each other when guiding and evaluating, that is, asking questions in class, and ignore the interaction between children's peers, which is unfavorable to the development of children's speech output. This one-way interactive teaching form is not conducive to the development of all children's early reading ability and speech ability.
(d) The evaluation results are limited and difficult to show.
The evaluation of kindergarten language education with children's comprehensive characteristics needs teachers to treat it objectively, and needs to measure and judge the whole teaching process and the actual development of children scientifically. When evaluating Chinese education activities, many teachers pay too much attention to the content of the activities, but they don't know the specific situation of children's language ability development after the activities, and they don't evaluate according to the objective level of children's development and the law of the language recent development area, which leads to the judgment of teaching effect mainly from the teacher's main body, and the channels lack flexibility and localization. Especially in kindergartens, the problem of "primary school" in language activities is common. The focus of language activity classes with large classes is mainly on the cultivation of children's pinyin reading, writing and literacy, which leads some teachers to only consider whether they have achieved the teaching tasks and objectives of this class and whether they have completed the teaching difficulties, instead of considering whether they have achieved the three-dimensional goal of children's language development, whether they have used listening and expressing behaviors and whether they have cultivated their interest and skills in early reading. This evaluation method, which focuses on the teacher's centralization, is not conducive to the development of children's oral expression ability and children's literary works' ability to tell and recite.
Third, kindergarten Chinese education activities in the implementation of effective teaching countermeasures
(1) For the secondary design of the goal, Vygotsky thinks that "children learn knowledge according to the teacher's preset outline, while preschool children learn according to the degree to which the teacher's outline becomes their own outline. The order of implementation of the outline should be in line with children's interests and their thinking characteristics associated with general concepts. " Accordingly, teachers should first accurately locate the sensitive period of children's speech development and the recent development area of speech, and find out the "learning situation" of the whole class. In the specific planning of each class goal, according to the language level and acceptance ability of the whole class of children at the age stage, the teaching goals are formulated by layers. Different children have different knowledge and experience. When designing the vertical structure, we should consider the individual differences of children horizontally, so that different levels of teaching objectives can be integrated into the teaching content, and teaching students in accordance with their aptitude and with a clear aim can make the educational activities more effective. Secondly, teachers should redesign the established teaching objectives and adjust them flexibly in the dynamic generation. This requires teachers to be highly flexible and forward-looking when designing goals before class. Language classroom teaching is a developing process in which teachers and students participate together, change dynamically and influence each other. Therefore, teachers should dynamically adjust the preset goals according to the feedback of children's learning information in actual teaching. If children are interested in the characters in a storyline beyond the preset goal, they can set up a special storyline for secondary design according to children's interest needs, and transform the expected high-level goal into a rational low-level goal in time, so as to satisfy children's interest and inquiry desire, stimulate their language learning motivation and develop their language communication ability. Accordingly, we can creatively combine the preset goal with the generated goal, thus effectively promoting the kindergarten language teaching.
(B) Design content close to life, to achieve children.
Montessori believes that language education should adhere to the principle of interest and multi-channels. Therefore, teachers should start from "children-oriented" in content selection, and choose story books that are suitable for children's age characteristics, children are interested in and willing to express their communication, such as fables, fairy tales, picture books, etc., which are close to children's experiences and feelings in life, inspiring, educational and interesting to children's values. It is necessary to avoid letting children accept foreign fairy tales with different backgrounds and cultures that are difficult to realize and full of doubts. In addition, teachers' effective questioning is also an important aspect to promote the development of children's language ability, so teachers need to stimulate children's psychological motivation, stimulate their desire for language expression and increase their chances of language use through enlightening questions. In addition, the expansion of children's divergent thinking requires teachers to have a keen grasp of the teaching breakthrough point. Heuristic design questions about children's interest points should not only focus on improving the "stock" of children's language elements, but also urge them to control the "flow" and "variable" of language knowledge, so as to realize "increment".
(3) Flexible and diverse organizational forms.
Language education activities involve all levels and aspects of teaching in five fields of kindergarten, so the teaching forms should also run through all disciplines and courses, with various forms. Bandura said that "children's language education is not an internal growth process, but is formed through the presentation of social models, social training and time." [8] Language telling education activities in kindergartens include story and poetry teaching. In terms of methods, teachers can also run language activities through language games, early reading and dialogues. A variety of teaching forms will make children more interested in expressing stories and improve their oral and written language skills. First of all, teachers can create a certain language education environment for children, provide rich and suitable reading materials for children, and take the forms of group communication, individual counseling and repeated collective reading. [9] In the process of reading and storytelling communication between teachers and children, children can selectively imitate the grammatical structure and rules in the teacher's model language, expand their learning experience, strengthen their listening and expression skills, and activate their reading interest. Secondly, carrying out more parent-child activities and involving parents can increase the interaction between parents and children and diversify the teaching mode. You can also hold some outdoor activities, so that the form of language education runs through random teaching games, which is more conducive to the further cultivation of children's language communication ability and socialization ability. In addition, different types of activities should adopt appropriate activities. If you talk about activities, you can provide pictures for children to watch and talk; If it is a performance, it is necessary to use role-playing and performance methods to let children participate and express boldly. Such diverse teaching forms are of great benefit to strengthening children's language expression ability. While they perceive, understand and experience these language materials, they also observe and learn the social behaviors of characters, which also plays a certain role in improving their collective social skills and listening comprehension.
(D) Promote scientificity based on children's evaluation.
1. Evaluation should be treated differently.
Every child is a special individual. Their intelligence and speech development levels are different, and their thinking characteristics and learning styles are also different. Therefore, teachers should not only judge children's intelligence according to the performance of a class, but also make a scientific and reasonable evaluation according to each child's different development level, guide children from reading activities and vivid life situations, and let him independently produce rich language to express interest.
2. The evaluation should be positive.
The same is true of language education activities. The more teachers praise timid children and strengthen their successful language expression experience, the bolder they will express their ideas. Teachers' encouragement and affirmation can actively promote children's fluent language expression ability, stimulate children's enthusiasm for language learning, and improve children's communication, thinking and learning ability.
3. The evaluation should be regular.
Language education activities in kindergartens are interspersed in various disciplines, including random and planned language education activities organized by teachers and children's independent reading of picture books in free activities. Therefore, it is necessary for teachers to evaluate children's language ability frequently and adjust teaching objectives and contents in time, which is not only conducive to the development of children's language ability, but also conducive to teachers' quality and high-quality teaching quality. In short, kindergarten teachers should respect children's individual differences and adopt corresponding effective teaching strategies to solve the problems in language education activities, so as to make teachers' teaching effective and children's learning beneficial.
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