(1) Affirm the educational value of creating a language education environment in kindergarten
Most kindergarten educators believe that in kindergarten language education, it is very necessary to create a good language education environment; With the help of the influence of the environment, it can stimulate children's interest in participating in language activities, attract and improve children's attention, and make language activities achieve the expected results. Therefore, when conducting language education, educators will make relevant preparations for the activities, such as preparing headgear, story tapes, courseware, etc.
(2) The understanding of the creation of kindergarten language education environment is biased
Many kindergarten educators can divide the creation of kindergarten language education environment into the creation of material environment and spiritual environment, but , when creating these two environments, the creation of the physical environment is only understood as: preparing relevant teaching aids and providing learning tools and materials for children when conducting language activities. For example: when performing fairy tales, prepare headdresses or chest ornaments related to the content of the story; during poetry appreciation activities, prepare pictures to help children remember the content of poems; when arranging pictures to tell stories, provide children with small pictures that can be arranged freely ,etc. At the same time, the creation of a spiritual environment is narrowly understood as: providing children with a free and relaxed conversation environment.
Some kindergarten educators generally understand the creation of kindergarten language education environment as the creation of physical environment. Therefore, they focus most of their energy on how to arrange the language environment and language areas in the classroom. Moreover, the creation of these language environments is arranged according to the teacher's aesthetics and the convenience of education and teaching.
(3) The attitude towards creating a language education environment is arbitrary
Although many educators believe that creating a good language education environment has high educational value, for The implementation of kindergarten language education environment creation is not in place. Overall, many educators have a casual attitude toward the creation of a language education environment. When creating, some educators just make some simple teaching aids casually, without considering whether they are suitable for the content of the activity, whether they can mobilize children's enthusiasm, and whether they are consistent with children's physical and mental development characteristics; some educators are When creating a language education environment, they always like to compare with other teachers. If others do more, they will do more; if others do less, they will do less; some educators simply blame the lack of creation materials. as an excuse not to create an environment; some educators create a language education environment just to cope with the inspection of kindergartens.
(4) The creation of kindergarten language environment is single-minded
1. The content of creating a kindergarten language education environment is single.
The results of the questionnaire survey show that the content of the kindergarten language education environment created by many educators is basically the same, which is mainly reflected in: providing relevant educational and teaching tools during language activities, such as: headgear, things and pictures. Cards, text wall charts, etc.; create a relaxed and pleasant atmosphere for activities; arrange language theme walls, language area corners, etc.
2. The materials used to create a kindergarten language education environment are single.
The author found through on-the-spot observation that in terms of creating a physical environment, most of the teaching aids presented in many kindergartens and the resources placed in corners are made of cardboard. Although beautiful and It is also simple and convenient to make, but the finished product is single and flat. Many of the finished products are hung out of the reach of children. The operability is not strong, so the educational value of the physical environment cannot be truly realized.
3. There is a single way to create a kindergarten language education environment.
Many language education environments presented in kindergartens are created by educators themselves, and educators are the designers, executors, and examiners of environment creation. In the process of environment creation, children have very few opportunities to participate in the operation, let alone inviting parents to participate. The single creation method has also led to an increase in the workload of educators. Many educators regard environmental creation as a work burden.
3. Strategies for creating language education environment in kindergarten
(1) Kindergarten should provide good conditions for the creation of language education environment
1. Organize kindergarten teachers Conduct seminars on the creation of a language education environment.
The content of the seminar can be carried out from the aspects of briefly discussing the importance of creating a language education environment, the key points and methods of creation, and the raising and solving of problems in the creation process. This can help educators realize the importance of kindergarten language education environment, enrich educators’ knowledge and experience in creating environment and the content and form of environment creation, solve problems that arise when educators create environment, and eliminate their misunderstandings and misunderstandings about environment creation. Feeling of fear, realizing the ultimate sharing of knowledge and wisdom.
2. Use various methods to encourage teachers to create a language education environment.
Provide a wealth of creative materials, carry out environmental creation competitions, implement a reward system, place teaching aids made by teachers in the teaching aids room, and borrow them from each other to realize the ultimate sharing of resources and inspire educators to carry out environmental research. Create enthusiasm and reduce the task and difficulty of environmental creation for educators.