How to stimulate children's interest in learning languages

Secondly, the forms of material delivery are diversified. A large number of psychological research and learning and education practices have proved that early childhood is a critical period of language development, and children's pronunciation, vocabulary, grammar, verbal communication and speech adjustment are all in the preparatory stage. As long as appropriate environment and educational conditions are provided, children's language and reading ability can be improved rapidly. However, in the past, there were many problems in Chinese activity areas, such as closed environment, little material change, single activity form and poor activity content. Attracted by other activity areas, language activity areas become numerous. Therefore, under the guidance of Mr. Chen Heqin's activity education theory, we should reform the environment creation, activity content and evaluation method of the activity area to make the Chinese area alive. First, make full use of various resources and adopt various channels to provide children with a living and diversified language environment. In a diversified language environment, we should put in a variety of language activity materials to help children change from passive learning to active learning. The first is the diversification of materials. Such as: books and materials, VCD films, computer networks, answer sheets, access cards, written records, etc. Let children not rely solely on the teacher to give answers when asking questions, but learn to use tools, find answers and tell their peers what they have found, so that language activities can develop to a deeper level. Secondly, the forms of material delivery are diversified. Appropriate use of some simple auxiliary materials: small screen, small fence or small console, divide the corner environment in an open way, so that the corners do not interfere with each other and do not affect children's learning and communication. The content and placement of materials should be changeable, and displaying the content by theme according to the teaching content can effectively improve the communication quality of children. Hanging materials on the wall, laying them on the floor, or standing on the desktop can make the whole language activity area active. Finally, the mental environment is relaxed. Teachers should get along with children, be their friends and trust them, and let them have something to say and dare to say in an independent and free atmosphere. Second, teachers should do what they like and create lively and changeable activities for children. Teachers should first choose activities that children are familiar with according to the characteristics of children's thinking, and change and enrich the content of the activity area, for example, let children talk about what they see in nature, hear in society and get in daily activities, and move them to the activity area. Secondly, we should also fully understand what children like. What are you interested in? So as to adjust the content of the language area. For example, teachers found that children were very interested in some cartoon images, such as the black cat of Captain Ultraman Blue rats and cats. According to the goal of language activities in large classes, tell the objects, pictures and life experiences, so as to achieve language coherence. The content of the activity area was changed in time, and a series of small cards of Captain Black Cat were put in, so that the children could tell the appearance characteristics and functions of Captain Black Cat and his friends in the form of a game of two-person dice, which was welcomed by most children. To this end, the language activity area is full every day, and the story content has also shifted from the appearance and clothing of the black cat sheriff to the story with his subordinate white cat policeman and friend Dr. Panda, which greatly improves the children's storytelling level and promotes the development of language ability. Using situational games to stimulate children's interest in language learning is a learning method for children to acquire language naturally through the interaction with teachers and peers. Children naturally experience happiness in the game. If we integrate the language content that children want to learn into the creative situational game, then children will enjoy the fun of language learning while experiencing the fun of the game. We teachers should have our own understanding and effective grasp of situational games. How to create appropriate situations in language activities? What kind of situational games are more suitable for children's language learning? I talk about my own experience based on my years of language teaching. First, create a suitable situation. The appropriate scene should be one that can make children have a topic and easily arouse their interest and emotions. When creating a situation, we should first consider children's interests and needs, be good at observing and discovering the content that children are interested in, so that the created situation game can be liked by children, so as to achieve the learning effect of allowing children to exchange languages and interact. What teachers do in the teaching process is to observe and analyze children's interests, adapt to the situation, and preset or adjust their own situational games in time. For example, the fairy tale "Country Mouse and City Mouse" of the big class is an activity case: the country mouse takes the city mouse to enjoy the scenery in the wild, and the city mouse feels bored. Listening to my story, the children imagined, showing the disdain of the city mouse. Meow, I'm a big wild cat! Eat the rats in the city. Naughty Flight 4 suddenly let out a loud cry. Suddenly, all the children exploded: some screamed loudly and squatted down; Some make Altman fighting moves to parry; There are other confusions. There are no wild cats in the story. I'm very annoyed that Flight 4 ruined the situational game I created. I just wanted to criticize him, but when I saw so many children change their minds and laugh at the impromptu performance of Flight 4, I thought that many times the children didn't follow the teacher's preset route. I immediately thought of creating another game scene: not only to let children experience the leisure of country life with goals set, but also to let children experience how to protect their resilience in an emergency. So I asked the children to imagine how to escape when the city mouse met the wild cat, so as to meet the children's need to know more about rural life. In this activity case, the teacher only considers that the children should make corresponding expressions and actions with the development of the story, and presupposes the different expressions of two small animals, the country mouse and the city mouse, but ignores that the children in the big class have accumulated certain knowledge, and they often determine the learning content according to their own interests and thinking level. This activity gives us an inspiration: we must create situational games with children's interests, and children's inner needs are the source of active learning. Second, use situational games to stimulate children's interest in learning languages. Situational games are most suitable for children's age characteristics and let everyone participate. Sometimes I try not to put the task on a few capable children, so I tend to conform to the characteristics of children's intuitive thinking, let children make corresponding exaggerated body movements, and echo the corresponding voices with the teacher's remarks to render the atmosphere of high learning enthusiasm in the classroom at that time. In this way, children can participate together, learn from each other and imitate each other, which can stimulate their interest in listening and speaking. For example, in the story of "small animals entering the city", I asked the children to make different actions when the animals entered the city and the language they spoke along the way. Because children can try to imitate the movements and languages of their favorite animals, they are very excited to participate in the activities. 2. Situational game language and literature, supplemented by appropriate artistic means, promote and blend with music, art and other forms. In language activities, teachers can use pictures to convey information, so that children can further understand the content of learning, and children can also show their understanding and different feelings about works in the form of painting. When learning some rhythmic ancient poems or children's poems, you can also guide children to choose some suitable percussion items and match the learning content with harmonious voices. Encourage children to accompany poetry with different rhythms and feel the charm of poetry. Teachers should pay attention to the collocation of music, pictures and poems when choosing music and pictures. For example, when studying the ancient poem "Looking at Twenty-three Li", I asked the children to draw a picture that matched the ancient poem according to their own experience of the artistic conception in the last extension of the activity. This time, the children drew a vivid picture by understanding ancient poems. 3. Choose a situational game teacher who creates a tour and plays a role. By letting children choose their roles freely, let them try to figure out the psychology of the characters in the story and creatively express their expressions and dialogues. For example, shaking your head means that the country mouse proudly takes the city mouse to the wild; Show the disdain of city mice with slow speech speed and downward eyes; It shows the fear of country mice when they bend over to cross the road, and their voices are trembling; Show the surprised expression of the country mouse with wide eyes and wide mouth. Teachers can also guide children to enrich stories by adding dialogues and describing details. Early childhood is a critical period for the development of human language. For young children, language is not only the object of learning, but also the tool of learning. If you get the right education in this period, children's language will develop rapidly, and gradually express their thoughts from the coherent narration of single sentences and complex sentences.