Creating a multidimensional and three-dimensional language environment is the foundation of language ability training
What is a multidimensional and three-dimensional language environment? I think we can consider it from three aspects
1. Create a relaxed and stress-free language environment and stimulate the desire for communication < P > Small class children are too young to express themselves, and all the collective life from scratch, no matter which link, is a challenge to them and needs to be adjusted. This requires teachers to take care of them confidently, meticulously, carefully and patiently, create a warm environment for them, choose the content that children are interested in to trigger topics, communicate with each child and feel the fun. When children come to the garden, I often look at them with concern and say to them: Who sent you here today? How did it come from? What a beautiful dress you have! In the roll call session just after the beginning of the small class, in order not to make the children feel constrained and afraid, I used the form of chatting. I pretended not to see them, and said with a searching gesture, "Lele, who is Lele!" Where is it? " In the laughter of everyone, Lele responded loudly: "I am here!" "
2. Provide real and rich language use scenarios and improve communication skills
Children's language grows up in the process of using, and children's language use is realized in actual language communication. Therefore, it is also very important to create a talking environment for children, and regional games have become our "magic weapon". In the "doll house", we will see children casually thinking and playing and saying, "doll, eat!" "Baby, let me help you with the quilt." On the "small stage", everyone happily plays the role of "rabbit darling", performing the story with their own actions and language, and fully experiencing and using communicative language during the performance.
3. Make good use of the book corner to exercise children's oral expression ability.
The book corner is children's favorite place to go. When I put in books, I take the method from simple to difficult, that is, I choose simple books from a set and let children read them, and then slowly put other books in. In the process of acceptance and excess, children will gradually like these books. After I put in the little book, I took a variety of guidance methods, such as: * * * reading, mutual reading, cooperative reading and so on. If * * * reading is to learn some preliminary reading methods, then mutual help and cooperative reading give children an opportunity to discuss and communicate. I often see such a scene: several children are holding books at each other, pointing, talking and laughing, and having endless fun.
Of course, children in small classes are imitative and often like to read the same books with others. At this time, there may be competition, and I will timely guide the children to find ways to use the language discussed with others, such as: "May I have a look at the books you have?" "Can we read this book together?" "Show me when you're finished, will you?" Through this kind of language guidance, children's communication ability and language expression ability can be cultivated. Isn't it more effective for children to learn polite words and deeds in written works and apply them to daily life than to preach empty truth?
Second, using literary works
Improving children's language sensitivity is the core of language ability training
Old Witt once said, "If children want to have a clear mind, they must first have a clear vocabulary." For this reason, I don't want children to stay in the childlike expression method, but teach them to gradually understand and use complex wording, and strive for vivid and accurate wording. Various forms of literary works can do this.
1. Use children's songs to appreciate the rhythmic beauty of language and enhance the sense of language
Children's songs are simple, lively, easy to understand, colloquial, rhythmic and easy to recite. Reciting children's songs repeatedly can not only help children to correct their pronunciation, correctly grasp concepts and initially understand things, but also cultivate their language coherence and expressive power, train and develop their thinking, and cultivate and improve their ability to use language. In fact, children's earliest literary style is nursery rhymes. Therefore, I make full use of catchy children's songs in the teaching materials, which are not only accompanied by children's game activities, but also infected by literature in singing and laughing, and also help children satisfy their emotions, enlighten their minds and acquire daily rules through them.
2. Improve the ability of language expression through stories
Last semester, I focused on the retelling of poems and listening and speaking games in small classes. Next semester, I consciously selected some short and concise world-famous fairy tales and fables for children. The vivid images of gentle and kind white rabbits, clever and lively squirrels and fierce and cruel wolves deeply attracted children and touched their hearts. So they will hold their breath and listen attentively. After listening again and again, I put a bra on the big stage to let the children perform these stories in different roles. In the process of performing stories, children learned many skills: assigning roles, changing voices, standing manners, etc., and at the same time improved their language expression ability.
3. Explore the deep functions of literary works and improve children's language sensitivity
The sensitivity of language and literature includes three levels: sensitivity to word arrangement, sensitivity to language sounds and rhythms, and sensitivity to different functions of language. Often, we pay attention to the cultivation of the core operation ability at the first level, ignoring the deep function of literary works-that is, to help children feel the artistic conception of the works and let them imagine, imitate and create with their personal experience. There is a poem "Sunbathing" in the theme "Day and Night". Before studying, we made up many unexpected things for adults by observing our feelings: small flowers shake themselves to bask in the sun, grass drills out of the soil to bask in the sun, large toys hold their heads up to bask in the sun, and Aunt Mao holds a quilt to bask in the sun-we also try to draw the sun and play games about the sun. In these activities, children learned many beautiful sentences, and more importantly, they began to like observation and expression.
Third, pay close attention to random education
It is the key to cultivate language ability to "pass by and don't miss it"
1. Grasp the children's "casualness"
Once Xiao Wei in class brought pop rocks to everyone to eat, and pop rocks's magic surprised the children. I'll let the children talk about how they feel about eating pop rocks. The children's description of pop rocks made me sigh. Yao Yuan said, "pop rocks eats in his mouth like an electric shock." Lele said: "pop rocks is like patting a ball on his tongue in his mouth." Xiaofan said, "It's like a small grain of rice dancing, drumming!" Teachers should be a caring person, discover the value of "randomness" in time, and make full use of this environment to make children's language communication positive and active. It is my pleasure to talk with children in every link, and immerse myself in them. Not only can I understand children's voices through language communication, but also let their language grow in the process of application, which has a multiplier effect.
2. Utilize community resources
We are located in Liyuan Village 2 and Jiazhong Garden, and the community resources are very rich. There are only three small gardens. When spring comes, we let our children observe and tell about the colors and shapes of spring flowers while walking. Children find that peach blossoms are colorful, including white, red, pink and so on. In summer, when the peach tree bears fruit, when the children gently touch it, they will happily say, "The little peach is a little fluffy." It's autumn and winter, and I'm taking my children out again. Look at the changes in the leaves, and the children have learned to be "green" and "withered". Everyone said what they saw and heard and expressed their feelings. I think such activities not only expand children's learning space, but also enhance the feelings between teachers and children.
Fourth, understanding the importance of home cooperation is the guarantee of language ability training
The Curriculum Guide points out that children's peer groups, parents and other adults are all educational resources. Family and kindergarten are the two most important worlds in children's lives, and their opportunities for communication in the family are far more than those in kindergartens. How to make good use of the important resource of family, I focus on two aspects:
1. Let parents know the importance and development goals of language ability training in various ways
such as: parent-teacher conference, class website, tutor database, individual communication, and change parents' educational concept;
2. Ways to make parents understand the language cultivation ability
such as: parents' own language norms, bedtime stories, and attention to children's communication activities.