Every time I have a new lesson, I will first make a thorough investigation on the language development of young children. Learn about children's language from parents, understand children's pronunciation, vocabulary and expression ability through direct contact with children, formulate practical education plans from reality, systematically and purposefully cultivate language ability, expand children's experience in colorful activities through education in all aspects, and provide conditions for promoting language development. Especially in various teaching activities in the language field, the cultivation of language ability is particularly important.
First, develop children's language ability in language teaching activities
In kindergarten language education, kindergarten teachers' "teaching" is a purposeful and planned process to guide children to participate in activities and promote the development of children's language ability. Children's language development is the result of children's active participation in activities and activities through various positive and independent behaviors.
(A) in poetry reading activities, improve the expressive force of children's language.
Children's language is developed in the process of understanding the environment and acquiring knowledge. In every class, I ask children to clearly grasp a certain knowledge or a certain truth, and try to let them see what they want to know with their own eyes through observation. So as to stimulate children's interest in actively participating in language activities and increase their motivation for active learning.
In the classroom where children learn to recite poems, most of my Chinese activities use "multimedia teaching" to stimulate children's interest in learning. Because multimedia can appear in the form of children's favorite animation, integrating pictures, words, sounds and images, creating an emotional and immersive atmosphere for children, thus stimulating children's curiosity and thirst for knowledge. For example, in the teaching activities of the poem "Beautiful Spring", everything in the poem is revived through the computer screen: the overall artistic conception is colorful and full of vitality. This beautiful natural scenery attracts children to quickly enter the best state of learning, and I will make the screen dynamically display the picture according to the content of the poem. Attracted by the beautiful environment, children will soon understand this poem and be able to read it with them. In language teaching, I also pay attention to cultivating children's love for literary works and enriching their artistic language; Guide children to articulate and articulate; Teach children to read sentences, guide the use of tone, gestures and expressions, and choose some poems and stories with good content that are suitable for children to play different roles. For example, the poem "Smart Rabbit" is explained by children with strong language skills. Ask the children with crisp timbre to play the white rabbit; Let the timid child play the lamb; Let a boy with a gruff voice play the wolf, which greatly stimulates the interest of large class children in reciting, learns to express different feelings with voice and improves their language expression ability.
(B) In story-telling activities, improve children's language comprehension.
In storytelling class, I find the right time to cut into teaching AIDS and tell stories in various ways. Such as: imitating and making up stories; Adjust narrative methods; Expand the story, etc. The timing of teaching AIDS is related to the psychological state of children when they study. Teaching AIDS can attract children to learn, but children's intentional attention is short-lived to arouse their interest in learning. According to the activity content and previous teaching experience, we should predict the psychological changes that may occur in the process of children's activities, and apply teaching AIDS in time to ensure the efficiency of activities. For example, the story "Goose" is a highly informative story, which is relatively meaningless. So at the beginning of teaching, I use children's intentional attention to tell stories, ask simple questions for children to answer, and let children understand the story initially, knowing that geese are waiting birds, why do they migrate, and why do they migrate? Then, when the child's intentional attention is weakened, cut into the teaching AIDS to attract the child, so as to deepen the child's understanding of the whole story and let the child simply unfold or imitate the story.
Every time in the language activity class, I try to create a good language environment for my children and ask them to master two or three useful words, so that they can gain something in each class and accumulate all kinds of words. Children can recite five or six poems and tell two stories or fairy tales every semester. I asked them to tell and recite with expressions, inspiring them to imitate the vivid language in the works. When children accumulate more vocabulary, they will naturally use it. For example, I asked my child, "What is green?" A leisurely answer: "The seeds have sprouted and are light green, as if wearing a green coat." This sentence comes from the essay "A Seed", and he (she) applied it to his own language. Another example is that two children once built a building block, one wanted to build a tunnel in Gai Lou, but nothing was built. A child nearby said, "nothing can be done well unless it is new." This sentence was learned from the fable "The Story of Swan, Barracuda and Shrimp", and he used it properly.
(3) Developing children's coherent speaking ability in the picture-reading class.
In class, I often ask questions to lead children to observe the contents of pictures and develop their observation and imagination. Children are required to tell the plot in the picture or the plot related to the theme of the picture in a coherent and complete way according to the content of the picture, so as to develop their independent speech ability. In the story-making class with the theme of sending umbrellas, I guide the children to observe each picture and tell the content of the picture, and then let the children connect several pictures to make up a story about sending umbrellas. Let the children say, "What kind of weather, where, who did the teacher give the umbrella to, who gave the umbrella to the teacher, and what happened later." When making up the story, the children named the children and the teacher in the picture, and made up a relatively complete story vividly according to the content suggested by the teacher. A story made up by a capable child has more than 500 words. Children with average ability can make up two or three hundred words.
Second, improve children's language ability in daily conversation activities.
Life is the source of language. A rich life makes a rich language. Conversation is an important part of children's daily life, which can improve their language dialogue ability. In children's daily life, children spend most of their time playing games and carrying out life activities, so we must embody the idea of "life is education" and improve the consciousness, purpose and effectiveness of infiltration in life. In practical work, I strive to create rich living conditions for children, increase their knowledge, cultivate their various interests, guide them to observe, compare, analyze and think, expand and deepen their knowledge and understanding of the surrounding things, and promote the development of their thinking.
(1) Choose social information that children can easily understand as the content of language dialogue.
Social information is related current affairs information that children get from outside teaching activities. Social information creates a good and relaxed language environment for children, so that children can understand relevant current events in a relaxed conversation atmosphere. Stimulate children's desire to speak, improve language expression ability and enrich knowledge. Such as the Olympic Games, Wenchuan earthquake, football match, what you see and hear on weekdays, etc., all make children feel novel. This is also a topic of great interest to children, which stimulates their desire to express what they have seen and heard. And often have heated discussions and even debates on this. This language not only develops children's language, but also perfects children's social feelings.
(2) Choose topics close to children's lives as the content of language dialogue.
Dialogue teaching is a kind of language activity class, which enables children to think around the topic of dialogue, ask and answer questions, consolidate their understanding of what they are exposed to, and express their feelings, wishes and thoughts in an orderly and hierarchical manner. In a conversation class entitled "How to be a polite boy with polite language", a child said, "One day, my aunt took me to make a car. As soon as I got on the bus, an uncle stood up and offered his seat and said, "please sit here, son." "I thought: This uncle is really good. I said: Thank you, uncle." To get into the conversation, I asked him, "How good is it?" He said, "My uncle offered me his seat and said' please'. I asked again, "What's there to see, Uncle?" He said, "Uncle's behavior and soul are beautiful." I then asked, "Are you beautiful?" He said, "I am beautiful, too. I have a beautiful language. My uncle offered me his seat, and I said thank you. It can be seen that conversation class not only plays a positive role in children's mastery of pronunciation, vocabulary and oral English, but also promotes the development of children's abstract thinking and generalization ability.
Thirdly, develop children's language ability in regional activities.
To develop children's language in this area, we must first create a relaxed and encouraging environment for children. Regional games combine children's language development with cognitive exploration activities, and effectively promote the development of children's language attitudes, abilities and habits in the same process. In the game, we are more intimate with children, create more communication opportunities for them, and guide children to learn and grow in the game.
After children enter the area, they will have something to say in the activities only when they feel relaxed and free. Children's language development ability is fast or slow, and we all take a positive and encouraging attitude to enhance their confidence. Especially for children who talk less, teachers need to communicate with them, give them care and help, and strengthen individual guidance. By observing each child's operation activities, expressions and emotional changes during the game, we can find a topic to talk with children. I summarize this form of guiding children's language into three situations, namely "speaking before playing", "speaking during playing" and "speaking after playing".
1, "Speak first and then play" is mainly to let children say the area they want to play before choosing regional activities. Our class has created five areas for children according to their age preferences: performance area, puzzle solving area, news corner, building area and reading room. Before children play, they always say the area they want to play, explain the reasons, and choose partners to enter the area for activities.
2. "Talk while playing" mainly refers to encouraging children to "talk while playing" when they participate in the game. What are you talking about? Here, we need teachers to guide them to speak attentively. The area of our class changes according to the theme. Every time we change the materials, our class combines the information we have contacted and collected in the activity class with the children's life, and talks about the toys that children can bring directly while playing. Static is the pictures, photos, news and so on that children can express on the basis of watching. Through these lively and interesting regional activities, they can express their ideas clearly and their language ability has been developed invisibly.
3. After playing, saying "after playing" mainly means that after the game, let the children tell how they play the game. The summary and evaluation activities after the activities provide children with opportunities to practice speaking and make simple self-evaluation. In this session, we often discuss some simple questions, such as "Where did you play today?" "What are you playing?" Wait a minute. When children answer these questions, they will have incomplete language, low voice or unclear pronunciation. Through children's expression, we can find and correct the places that children lack in time, and encourage children to express their language habits boldly and correctly. To sum up, when individual children practice speaking, more children are listening. Good communication includes not only expressing your own opinions correctly, but also listening to others' opinions. So we also consciously cultivate children's habit of listening to others quietly.
In addition, parents' cooperation is needed, so that the daily teaching activities of kindergartens can realize the synchronous cooperative education of families. Both parents should focus on children's development, communicate frequently, let parents know the specific language education goals and children's language development, and acquire knowledge together with kindergartens. Only in this way can family cooperation effectively promote children's language development and improve their language level. How can families and kindergartens cooperate better? Our class has taken the following measures:
First, tell parents the goal of language teaching. Let parents know what their children need to achieve in language activities this semester, so that parents can do a good job in family education and cooperate with the teaching activities in our kindergarten. For example, the children in our class talk about the content of little goldfish according to the Chinese teaching objectives of this semester. In addition to putting the goldfish in the class, parents also need to create such a language environment for their children at home and carry out timely and synchronous education. In this way, the cooperation of parents will be more targeted and directional. Secondly, establish quotations for children's growth. Children's growth quotations are used to record the classic words spoken by children in daily life. It was recorded by both parents and teachers. Every month, our class will issue quotations about children's growth to parents on time, so that parents can see their children's language development in kindergarten in time and promote better communication among teachers, parents and children. You can learn more about children's language development in the garden and at home. Third, distribute information to parents to cultivate children's language level. For example, "Teachers' Experience in Language Education", "Early Childhood Education" (Parents' Edition) and case analysis articles on children's language learning have improved parents' further knowledge and understanding of early childhood language education.
After a period of purposeful training, we integrate education into daily life, provide children with as many opportunities for free conversation as possible, expand the scope of children's free conversation, encourage children to actively communicate with others, and enrich their experience in communicating with others. The language ability of the whole class has indeed improved to varying degrees. And let children get good language development in happiness.
In a word, children are the main body of learning, and they perceive and construct cognitive models under their own experience background. However, all this is inseparable from the communication and dialogue with peers, teachers and the environment. As long as we change the concept of education, explore the ways and means of language education from the perspective of overall education, attach importance to language education in day trips, tap the potential and give appropriate guidance, children's language ability will certainly develop and improve rapidly!