How to improve children's ability to imitate poetry in a language activity

The Outline points out that the key to developing children's language is to create an environment in which they want to speak, dare to speak, like to speak and have the opportunity to speak. This activity aims to reveal the structure of nursery rhymes and help children understand the imitation of nursery rhymes through the use of atlas. Activity goal: 1, learn to continue to compile nursery rhymes according to the structure and experience of nursery rhymes. 2. Cultivate children's observation ability and oral expression ability. 3. Experience the rhythmic beauty of "children's songs". Activity preparation: 1, environment creation (various circular pictures and objects) 2, toys (circular or circular objects in a certain part) 3, courseware demonstration 4, children's song atlas 4, activity flow: (1) Introduce activities in the form of dialogue to help children accumulate experience related to circles. 1. Observe the toys and name them. Guide the children to observe the toys brought by the teacher and say their names. 2. Children "play" toys and experience the feeling of "playing". Tour guide, talk to children: What is your toy? How do you play? Verbs that lead children to say how to play, such as: remember the tambourine, the car has run away, etc. ) 3. discuss collectively and exchange gameplay and experience. Description: A. What did you play just now? B, how to play? C.what's your toy? 4. Summary: Some of the toys that children played with just now were round, and some of them were round. For example, the wheels of a car are round, the lights are round and the steering wheel is round. (2) Learn nursery rhymes and deepen the understanding of nursery rhymes. 1. Appreciate children's songs and experience the beauty of their rhythm. 2. Learn nursery rhymes with courseware to deepen the feeling and understanding of nursery rhymes. Question: 1. How many round things are said in children's songs? 2. How did he move? 3. Recite nursery rhymes with expressions and express nursery rhymes with body language. (3) Reveal the structure of children's songs with atlas, and guide children to try to continue to create children's songs. 1. Read nursery rhymes according to the atlas and feel the structure of nursery rhymes. 2. Guide children to use the round toys they have played and try to continue to create children's songs according to the structure of children's songs. Explanation: Children, we just played a lot of round toys. Can you weave the toys you have played into this nursery rhyme? (Guide children to look at the atlas and continue) 3. Read children's songs continuously and experience the happiness of success. (4) Continue to write children's songs 1 freely, and guide children to observe their bodies and find out where the bodies are round. And continue to compose it into children's songs. 2. Guide children to observe the creation of the surrounding environment and find out which items are round. And continue to compose it into children's songs. (5) Extension of activities: Distribute maps to children, let them draw the circular objects they see in their daily lives, and take the maps to the kindergarten for binding, so that we can continue to write "Song Yuanyuan" together. Five, teaching methods: question guidance, atlas teaching method, physical operation method six. Learning methods: children's songs with observation, operation and discussion: the round sun rises, the round drum beats, the round ball jumps and the round balloon flies. Attachment: Atlas Experience and Reflection Bruner, a famous American psychologist and educator, believes that "the best stimulus for learning is interest in textbooks." The poem in this activity tells a verb, such as turn, fly and roll, through the description of the action, so that children can experience how round things can be played. The whole poem has a strong sense of rhythm, which can arouse children's related perceptual experience and enter the unique artistic conception of the poem while actively thinking. The Guiding Outline of Kindergarten Education (Trial) points out that the training objectives of language education are: being willing to talk with people and speaking politely; Pay attention to each other's words and understand everyday language; Can clearly say what you want to say. The goal of this activity is to guide children to understand the content of poetry and feel the rhythmic beauty of poetry; Learn to continue to create nursery rhymes according to the structure and experience of nursery rhymes, develop children's observation and oral expression ability, and improve children's creative storytelling ability. In this activity, the steps of teachers' activities are closely related to the goals. I have the following experiences in the activity: 1. Teaching AIDS are the best inducement to stimulate and maintain children's interest in learning. When designing teaching AIDS, turn the whole poem into a map, so that children can quickly understand and remember the content of the poem by looking at the map and experience the structure and rhythm of the poem. The teaching aid verb teacher expresses it vividly with a symbol. Such as flying, the teacher indicated by the rising arrow, turning upward, the teacher indicated by the shadow song, and so on. Atlas teacher also designed a courseware, which can be used as an activity teaching aid. With the development of the activity steps and the children's answers, the mystery of poetry is uncovered and the children feel novel. In addition, in order to enable children to carry out creative activities smoothly, the teacher put many round objects or round object cards in the creation of the surrounding environment. Such as: round drum, round ball, round wheel, round fan, round apple and so on. Second, provide a good interaction environment between teachers and students, and pay attention to the cultivation of children's creative storytelling ability. This activity adopted a combination of collective, group and individual activities. It provides a good environment for teacher-child interaction and child-child interaction. In the outline, it is proposed to create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, and experience the fun of language communication. In teaching, the teacher designed open-ended questions. When asked what a circle is in daily life and how it moves, children spread their imagination wings and get different answers: the round apple is red, and red has become a verb here. Eat round apples, round apples are sweet, and so on. The teachers all affirmed them one by one. In free creation, children can communicate with each other by means of group discussion. Because children's language learning is personalized, individual communication between teachers and children and free dialogue between children are of special significance to children's language development. When the children were asked to write poems, the teacher did it in two steps. First of all, give children a chance to imitate, and let them learn to compose music by looking at the atlas. The key point is to let children experience and master the structure of poetry and pave the way for the later composition. Then let the children write poems freely. On the basis of understanding the structure of poetry format, children's creation and editing are relatively smooth, and their ability to create and tell is cultivated. Third, the activity pays attention to comprehensiveness, interest and activity, and is entertaining. The organization of educational activities should fully consider children's learning characteristics and cognitive laws. This poem was written by a child by observing how a circular object moves, but it didn't say the name of the circular object and its corresponding action words. This brings mystery to poetry, reverie to children and arouses children's curiosity. Under the teacher's prompt, the children think positively. When the children's guess was verified, the children were very excited and had a sense of satisfaction. Teachers also play games with children's body language and movements, which not only makes children feel the fun of activities, but also deepens their understanding and memory of poetry. When children are asked to write poems, the teacher asks them to play games. I guess: children write poems according to the teacher's body language. Children are very interested in this kind of activity, and they can also actively participate in it and feel the fun it brings! Reflection: The development of children's language is closely related to the development of their emotion, experience, thinking and social communication ability. In teaching, when children write poems, they should think of the action of circular objects according to their existing knowledge and experience, and then imagine the words of this action according to their existing knowledge and experience. This is a test of children's thinking and language organization ability, and children can quickly tell the structure of the whole poem when creating a poem. However, when describing how this circular object moves, some verbs are not very accurate and need further guidance from the teacher. In short, this activity is mainly to guide children to contact excellent poetry works, let them feel the richness and beauty of the language, and help them deepen their experience and understanding of the works through various activities. Language ability is developed in the process of application. In the activities, teachers create an environment for children to want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response. And through colorful activities to expand children's experience, stimulate children's interest in language telling, and improve children's creative telling ability.