Looking at pictures and telling stories is an important form of language teaching in kindergartens, and it is also a powerful tool for improving children's oral language skills. How to carry out picture-telling activities easily and efficiently?
April 14th (this Thursday) 13:00-14:00, Yitong Preschool Online School’s open class "Looking at pictures and telling the secrets to transform children into "little talkatives"", gold medal lecturer Xiong Ying The teacher will give you an in-depth analysis of the organizational strategies of the picture-telling activities. There are methods and cases. Hurry up and set your alarm clock, and remember to study on time.
I have compiled four tips for you to carry out picture-telling activities in advance, come and take a look.
01 Choose pictures with a direction
Educational
Educational means considering the theme of the selected content to be healthy, in line with children’s cognitive level, and affecting children’s emotions and abilities. It has educational significance in terms of education, cognition and other aspects, and is conducive to the healthy growth of young children.
For example, the big class told the activity "The Story of Banana Peel" to promote environmental awareness, which is very educational.
Lifestyle
Life experience is the basis for children’s narration. Teachers need to select pictures that children are familiar with and interested in based on their existing life experiences in order to stimulate children’s desire to express themselves. .
Suitability
Children of different ages have different levels of ability to see pictures and tell stories. Therefore, the ability development of children of different ages should be considered when selecting pictures.
Small class: single clues, few characters, obvious movements and expressions of the characters, simple background, it is recommended to focus on a single picture.
Middle class: The clues are more complex, there is a certain connection between the before and after pictures, and there are many characters in the smaller classes. The psychological activities of the characters can be observed from the pictures. The recommended quantity is 1-4 pieces.
Taipan: The plots of the pictures are more complex, and the pictures can reflect the psychological activities of the characters and provide space for imagination. Multiple pictures are optional, but it is recommended that the number generally not exceed 8.
02 There are skills in observing pictures
When children observe pictures, they are often attracted by those brightly colored, lively and interesting pictures, and lack certain observation skills and methods. So, how do teachers guide children to observe pictures? You can start from the following points:
For example, in the large class narration activity "My First Time", the teacher can ask:
Who is the child in the picture with?
Where are they?
What are you doing?
What are their moods?
Similarly, in another picture of the large class narration activity "My First Time", the teacher can ask:
When a girl gives a birthday gift to her father, what is his expression like?
Guess what dad is feeling at this time? What will you say?
Guide children to expand their thinking, imagine and reason based on certain clues
For example, in the large class storytelling activity "I can tell stories", the teacher can ask:
Picture Have the children in the school bought anything?
How did you find out?
The above activities are selected from Yitong's "Graded Reading (Enhanced Edition)"
03 Free speech with countermeasures
On the basis of children's perception and understanding of pictures, teachers Guide children to use their existing experiences to speak freely and give them opportunities to fully express themselves. During the free narration stage, children are prone to some situations. Here we provide solutions to the following common situations.
Situation 1: Don’t want to talk
Countermeasures: Children don’t want to talk probably because the form of the activity is relatively simple and lacks appeal to young children. Teachers can mobilize children's enthusiasm through innovative narrative forms.
For example, in the activity of "Good Night, Gorilla" arranged by the big class in Yitong Language Zone, the telling activity can be gamified. Ask one child to tell the story, and the other child will draw the story card according to the content of the story. Sort them, and the narrator will judge whether the order is correct. In addition, interesting games can also be introduced, such as determining the person to tell the story by beating drums and passing flowers around to stimulate children's interest in telling stories.
Situation 2: Unable to speak
Countermeasures: For situations where children have something to say but cannot express it, teachers can provide targeted guidance, such as helping children to clarify Talk about ideas, etc.
For example, in the middle class narration activity "My Favorite Fruit" in Yitong's "Graded Reading (Enhanced Edition)", teachers can help children clarify their narrative ideas and ask them: What is their favorite fruit? What? What are its characteristics (shape, color, taste, etc.)? Why do you like it?
Situation 3: Going off-topic or off-topic
Countermeasures: Children may go off-topic or off-topic during the narration. At this time, the teacher should intervene in a timely manner and use a more clever way to promptly Bring the child's story back to the point. But be careful to use clever words and avoid blunt criticism, so as not to discourage children from telling stories.
04 There are ways to expand narration
After paving the way for free narration in the previous stage, teachers can introduce new narration experiences to children according to the goals and requirements of this activity.
The new narration experience includes three aspects:
First, the new experience of language form (using new words, words, sentences and other language forms in the narration).
Second, new experience in language content (adding new content to the narrative, such as character psychological activities, dialogue, etc.).
Third, new experience in using language (using new ideas in the narrative or adjusting the content of the narrative according to the object, etc.).
What methods can teachers use to introduce new experiences?
Demonstration method
Teachers help children master new narrative experiences through demonstration.
Prompt method
Teachers introduce new narrative experiences through prompts. When using this method, the teacher superficially follows the content of the children's narration, but in fact constantly changes the children's narration method by asking questions and interrupting.
Discussion method
Teachers can start by analyzing the content of a child's narration, and work with the child to summarize new narration methods.