In the study, work and life day after day, everyone has been exposed to or read classic prose, right? The most important thing in an article is to express the author's intention, convey feelings, emotions and opinions ... as simple as chatting with neighbors. Want to see what kind of composition everyone is writing? The following is my carefully arranged essay on kindergarten language education. Welcome to reading. I hope you will like it.
Essay on Chinese Education in Kindergarten 1 The discussion activities in the field of Chinese have benefited me a lot. Although I don't have rich teaching experience, I have gained many opportunities to express myself by taking advantage of the characteristics of young people's active thinking, strong creativity and easy acceptance of new things. Therefore, how to design questions and how to develop children's language expression ability in the process of activities is described by pictures. I've thought about this question:
1. The selection of materials for the activity of "Look at pictures and tell stories" is very important, especially for primary and middle school children. The selection of materials should be familiar, easy to accept and understand, which is more conducive to the cultivation of children's language ability. The theme of naughty summer is coming to an end, and children have a certain experience and understanding of summer. Watermelon is one of the diets of plants, animals and people in summer. The way to eat watermelon at home is relatively simple, but the fairy tale "Waterfront Watermelon" takes children's favorite animals as the protagonist, exerts rich imagination, tells lively and interesting stories, and firmly attracts children's attention.
2. When designing questions, we should be targeted, inspiring and flexible, that is, in the process of activities, according to the children's thinking direction, change the preset questions in the plan and improvise new questions, which is a training for teachers' skills and a challenge. During the activity, the children answered some questions: "Which method do you think is best for toads?" No matter how they answer, the teacher can continue to lead to the next question: "Do you like the toad in the story?" Continue teaching activities. No matter what the child says, he can't jump out of the scope, because the teacher only needs encouragement and appropriate questions.
3. In the activities, children's dominant position should be fully reflected, and children should be guided to talk and think more, so as to provide opportunities for developing children's language ability; While letting children talk more, the rich vocabulary and sentence pattern exercises in the traditional teaching mode are also the basis for developing children's language ability, which should be properly integrated into the activity plan design. "Waterfront Watermelon" focuses on cultivating the integrity and coherence of children's language. It uses the common patterns in the original story and continues to create stories ... through the discussion in pairs, it gives children more opportunities to talk and try.
In every activity, we can gain something, find something and improve, so we begin to break the traditional way of thinking, learn to reflect, constantly improve ourselves, challenge ourselves, learn to examine our educational and teaching behavior with new ideas, and seek new educational and teaching skills and models to improve and perfect our educational and teaching activities.
Essays on Language Education in Kindergarten 2 In language teaching in kindergarten, teachers will focus on improving children's interest in learning and cultivating their creative thinking. So how to make Chinese teaching play a role and achieve the goal of cultivating children?
First, choose teaching content that can stimulate children's interest.
Interesting content can stimulate children's enthusiasm and improve their desire to tell. Let children freely imagine and tell the content according to a picture, a life experience or a scene. The content must be well-founded and focused. Some children will ramble and miss the point in the process of telling. At this time, the teacher will let the children choose various possibilities and tell the story that is different from others. For example, in looking at pictures and saying "I love you", I designed rich contents for pictures, which allowed children to imagine around the theme pictures, inspired children to seek the opposite sex and uniqueness in their thinking, and told different contents. Let the children imagine all kinds of situations that may happen in Lele, give full play to their intelligence and say different things. Children have different ideas, and creative thinking is cultivated.
Second, there are many opportunities to stimulate children's language and thinking.
In order to achieve the purpose of training, teachers should make use of various opportunities to constantly stimulate children's thinking. After-dinner story appreciation is a good opportunity, not only for children to rest after meals, but also for children to think and imagine while listening to stories. For example, one day, I designed a series of questions in the activity of letting my children enjoy the story of "Sima Guang smashing a jar" after lunch: "Why did Sima Guang smash a jar?" "What happens if the child falls into the water tank?" "Sima guang smashed the cylinder in which part of the cylinder? Why? " "What should you do if such a thing happens?" "Is there anything better than Sima Guang's method?" Wait, let children imagine freely and help them learn to look at problems from multiple angles. I also designed questions around some problems that may be encountered in my life, such as "What should I do if my car breaks down in kindergarten?" "Women's Day is coming, what should we do?" Help children think positively through questions and discussions, and create conditions for developing their creative thinking.
Third, make rational use of picture book education.
There is a kind of children's book called picture book, which is a very good teaching material. It can provide children with a lot of space and content for thinking. For example, recently our class was enjoying the early picture book "Why Not" and talked about the questions of several small animals because they had no skills. The little frog looked at the blue sky and asked his mother, "Why can't I fly in the sky?" The bird thought again, "Why can't I swim in the water?" Fish thought, "Why can't I bask in the sun on the beach?" And the little turtle also wants to jump on the grass; Little rabbit wants to swing on the branch like a little monkey; Little monkey wants to go to kindergarten. These small animals all want to have the same skills as others, but ignore their own strengths. Reading notes. In order to let children understand the meaning of picture books and the truth contained in them, I adopt the method of observation-guess-share, so that children can observe the picture carefully first, find the expression and dynamics of the protagonist on the picture, then guess their possible situation, their dialogue, and finally discuss and share together. As a result, every child can experience and discover with his various senses, and then organize language to express it. In the process of using the senses, children's thinking is developed, their creative potential is developed, and good thinking habits are formed.
Language teaching in kindergartens covers rich contents that children can absorb, which is of great value. As long as the teacher organizes and guides properly, it is very meaningful for children.
Essays on Language Education in Kindergarten 3 Stories are children's favorite literary forms. Through story teaching, we can cultivate children's good moral character and help them develop language methods. For children in small classes, it is very important for teachers to tell stories. When telling stories, teachers should speak clearly, speak at an appropriate speed, and speak slower than usual, so that they can think while listening; When telling a story, facial expressions, eyes and gestures should change with the development of the story, which plays an auxiliary role in the language expression of small class children.
As a teacher, stories are often told not only once, but many times. We should pay attention to the transformation of ways and cultivate children's enthusiasm for listening. When I was in "Teacher Xiong, the Safety Ambassador", I directly used the wall chart when telling the first story, and found that some children began to concentrate on the wall chart and were not interested in listening to the story. In the second and third stories, they simply used the flip chart without changing the way, so that in the second story, the children's attention was even less concentrated, and some children even began to talk to each other, so the whole activity was not obvious. In fact, when telling a story for the first time, it is not appropriate to use visual teaching AIDS, because visual teaching AIDS are easy to distract children's attention and are not conducive to cultivating their listening habits.
The questions in the story can only be simple and trivial questions about the psychological development level of children in small classes. However, as a teacher who guides children to answer, we say that although the answer is long, it does not require every child to answer coherently. The teacher should demonstrate by himself, and then let the children tell it in sequence. This effect will make children easy to accept and understand. In this process, teachers should not be bored with children who can't answer or answer incorrectly, but make sure they are willing to answer. Teachers should inspire and prompt, and try their best to help children find the correct answers themselves. In short, all children should have the opportunity to answer questions and improve their language skills.
Language Education in Kindergarten Essay 4 Language education in kindergarten is actually a very broad definition, and now many kindergartens are detailed. I have done a practical research on training small class children to imitate children's songs before, which is actually a sub-topic of a Chinese topic. During the implementation of this project, I have mastered the following principles.
1, principle of biological nature
Because of the unity of the current constructive curriculum, it often fails to take into account the actual level and development needs of specific kindergartens and children, and some of them are not suitable for children in our kindergartens to learn and use. When choosing the content of children's songs, we should fully respect children's actual level and development needs, and we can adapt the content of some constructive courses or other courses to generate learning content suitable for children.
2, the principle of fun
Every nursery rhyme activity should take care of the psychological characteristics of small class children. The choice of nursery rhymes should be attractive and colorful, so as to attract children in small classes to learn nursery rhymes. Therefore, the content of nursery rhymes must be concrete, vivid and lively, so that children can really like nursery rhymes.
3. Principles of life
The choice of nursery rhymes should conform to the cognitive level of small-class children's real life, and start from the real life of small-class children, so that children and nursery rhymes have * * * sounds, and children can better carry out creative activities.
4, the principle of difference
Every child's foundation, learning ability and cognitive level are different. Therefore, in the process of project development, we should respect the individual differences of children, give each child different learning and practice requirements, and make every child gain and develop as much as possible.
5, the principle of strengthening training.
The so-called intensive speaking means that the knowledge and rules of children's songs should be concise, concise and to the point. The so-called more practice is to let children master the skills of listening, speaking and editing children's songs through a large number of purposeful, hierarchical and repeated exercises. Usually, the communication language between teachers and children should be concise and nursery rhymes, so that children can live in the ocean of nursery rhymes, gradually love nursery rhymes and gradually learn to imitate nursery rhymes.