Kindergarten story teaching

[Abstract] Story teaching is an important means of kindergarten education, story teaching is a positive contribution to the cultivation of good morals of young children, improve the language expression ability of young children, and enrich and expand the knowledge of young children, and in order to really play these roles must take the appropriate methods and follow the correct principles.

[Keywords] story teaching; kindergarten; method; principle

The story teaching in kindergarten has a wide range of contents, including not only life stories, but also fairy tales, fables, myths, science fiction stories and so on. It is an essential part of kindergarten education and plays an important role in children's development.

First, clear the purpose of story teaching

Love to listen to wonderful stories is the nature of the child, the story is the most acceptable form of art for young children. The significance of its activities is multifaceted, mainly:

(a) Implementing good moral education for young children

Young children are in a period of development and growth, due to limited knowledge and experience, cultivating their good moral character and good behavior is difficult to achieve only with verbal preaching. In order to receive a good educational effect, it is necessary to make them know what is good and what is bad, and what behavior is right or wrong. The story is a concentrated, typical reflection of real life, and the living image to reflect the thoughts and feelings of the art form. Because of the distinctive right and wrong, infectious, young children in the concentrated listening to the story at the same time, often for the justice and goodness and happy and cheering, for the tragic encounter of the hero and shed tears of sadness, for the story of the character's wit and nodding or shaking his head at the stupidity. Young children also tend to change their attitudes towards things after listening to certain stories, such as knowing to care about others, loving cleanliness, not so much crying, and so on. These are from a side to reflect the positive role of the story in the early childhood ideological and moral education.

(B) improve the language expression ability of young children

Young children are in the stage of language development, the quality of their language is not high, vocabulary is poor, and sometimes the expression of the sentence is not in line with the grammatical structure, in this case, young children's stories can become the children's "language teacher". Teaching language through stories and audio-visual materials is often more interesting and effective than practicing individual grammar points. Stories provide children with authentic, natural, rich language input and help them learn to speak clearly and expressively.

As children memorize stories, they also memorize beautiful artistic language. This is extremely helpful in enriching young children's vocabulary. In kindergarten story teaching, children not only listen to the story, but also practice retelling the story according to the language teaching requirements. It is very important for children to pronounce words clearly and accurately and to express themselves coherently. Therefore, young children with the story teaching on the comprehensive improvement of young children's language skills.

(C) Enriching children's knowledge

Enriching children's knowledge and wisdom. It is an important function of early childhood storytelling. Young children are in the early stages of life, their knowledge is poor, limited cognitive ability. So young children are often constantly asking adults "what" and "why" questions. In order to make the children understand the world, to meet the children's desire for knowledge and curiosity, to tell the children stories can vividly tell them "what" and "why", so as to open the window of knowledge for the children.

In addition to enriching knowledge, storytelling can also improve the cognitive ability of young children. When listening to stories, young children will think and evaluate on the basis of perceptual awareness and image thinking. Although such thinking is preliminary and the conclusion is even childish, it is meaningful for improving the cognitive ability of young children. In addition, the wider the knowledge of young children, the richer their imagination will be. It can be seen that story teaching is an effective way to stimulate young children's bold imagination and enlighten their wisdom.

This is more obvious in fairy tales, fables and science fiction stories. They can bring young children into a magical and tantalizing world, leading them to think, to aspire to. The vivid image of the story. Strong interest, free and laissez-faire fantasies can help young children understand the truth of real life and cultivate their imagination.

(D) Cultivate young children's interest in learning

The stimulation of interest and motivation is crucial in young children's learning. Young children's learning is largely induced by curiosity and interest. As long as the story is suitable for young children, they will certainly be interested and concentrate on listening or reading, so that their image thinking and creative associations are fully mobilized.

Second, the organization of young children's story teaching activities and pay attention to the main points

The organization of children's story teaching, can be situational games, classroom performances, oral communication, environmental immersion in a variety of forms throughout the teaching of the specific methods are:

(a) the questioning method

Questioning the method of the story teaching in the application of the most of a method. The questioning method is mainly used in the following situations:

First, at the beginning of the story teaching, the questioning leads to the work, and paves the way for telling the story.

The second is to help children understand the work, using the method of questioning to help children understand the main content of the story layer by layer. In this process, the teacher's questions should be able to arouse the children's memories of the content of the work, such as "What did the main character say in the story? And what happened afterward? What happened in the end?" Questions can also be used to help children understand the theme of the story, such as "Why is this happening? How did you know?" Teachers can also use questions to guide children to express their inner experience of the work, such as "Which character do you like in the story and why?" etc.

Thirdly, when guiding children to retell the story or continue the story, in order to ensure that children will tell the main plot of the story. Teachers can use the method of questioning to help children recall the main content of the work. In addition, in the sequel story, teachers can also use creative questioning methods to inspire children's imagination. For example, in the story "The Wolf Came", the teacher can ask like this: "The boy's sheep was eaten by the wolf, why didn't anyone go to help him. At this point the boy must have regretted telling lies and deceiving people. What would it have been like if he hadn't told the lie in the first place and a wolf had really come?" However, creative questioning is only appropriate for older children; for younger children, recall and experiential questioning is generally used to help children understand and experience the main content of the story.

When using the questioning method, teachers should pay attention to the following two points:

First, the main purpose of teaching stories to young children is to let them understand and appreciate the main content of the story, as well as to obtain aesthetic pleasure and appreciate the educational significance of the work. Therefore, teachers should not ask too many questions in teaching, especially not too much use of reminiscent questions. Because this kind of questioning is very easy to be uniform, if according to the "who is in the story, what are they doing, what is the result, what does the story tell us" this kind of formula questioning, young children are very easy to be bored with the vivid, interesting stories, and then lose interest in story activities. Therefore, in the story teaching, teachers should combine the reminiscent questioning with experiential questioning and creative questioning, try to use less reminiscent questioning, and turn the monotonous and mechanical patterned questions into inspirational questions, so as to ensure that the teaching process is vivid and lively.

Secondly, teachers should also pay attention to the timing and skills of the questioning method. Generally speaking, teachers should not ask questions when telling stories, especially those rich in content and tight plot. If the teacher finds that a child is not listening attentively during the story, he or she can use the method of gaze or gesture to imply that he or she can raise his or her voice or suddenly stop the story in order to attract the child's attention, but do not stop to ask the child a few questions or let him or her retell the previous story. This practice is not only ineffective, but will also make other children less interested in the story and jeopardize the integrity of the story. Teachers should not ask children several questions at the same time, but should arrange them in order. After the first narration to the children to ask some questions, these questions are generally reminiscent, not too many questions, 2 to 3 can be, after the second narration and then ask some questions, these questions are mainly to let the children to experience the main emotions of the story, but again, the problem is not too much, at most 3 to 4. Otherwise, the story teaching class has become a monotonous question class.

(B) discussion method

The discussion method is also a method of story teaching, generally used in the middle and large classes. The discussion method is generally used in the stage of understanding the work and the stage of continuing the story. After the children have basically understood the main content of the story, in order to further mobilize the children's emotions, so as to y understand the connotation of the work, the teacher can generally adopt the form of discussion, so that the children can actively use their brains to think about the key points in the story and the difficult issues. In the discussion, teachers should encourage children to give full play to their imagination, put themselves in the shoes of the characters of the story to come up with ideas and solutions, so that young children in the active participation of the brain at the same time to deepen the understanding of the work. For example. Fairy tale "the little mouse cake", the teacher can guide the children to discuss after the story: "How did the little mouse think of ways to do the cake? After the cake is done, how does the mouse eat it? Do you like the little mouse in the story? Why? If you were the mouse, what would you do with the eggs?" In the stage of renewing the story, the teacher uses the discussion method to let the children do a brief analysis of the plot development of the story, and then use their own imagination to make a reasonable renewal. The discussion helps children to broaden their minds and deepen their understanding of the storyline, so that when they continue the story, they can achieve a complete story structure, and the end of the story and the middle and the beginning of the story form a reasonable echo.

Teachers should pay attention to the following two points when using the discussion method:

First, after the discussion of the children, we should guide them to generalize and summarize. Still take the "mouse cake" as an example, after the children discuss the teacher to guide them to summarize a few questions: the mouse saw the egg thought of making a cake - smart mouse; the mouse will be divided into cakes for everyone to eat - enthusiastic mouse; the mouse with two semi-circular The mouse used two half-circle broken eggshells to make a car - a mouse who dares to imagine and create. Once the children summarize the above points, then the children have a deeper understanding of the main content and basic structure of the story.

Second, the discussion should give full play to the enthusiasm of all children. If possible, teachers should let the children discuss in groups. For those children who are not good at words, teachers should give positive attention and encourage them to speak out their inner feelings.

(C) Interruption

The interruption method can be used in the telling of medium and long stories. These stories can't be finished in one go because of their length, so the teacher intentionally stops when the plot is exciting, and each time the interruption cleverly sets up questions, suspense, and lets the children guess, which can develop the children's thinking ability. This method can also be used in short storytelling to guide children to think and make associations. For example, teachers can ask questions about the plot of the story, "What's going on here? Why?" Then after a short pause, say: "Listen to me and you'll know ......" or ask questions about the plot to be told later, such as "Guess. What happens next?" Have children talk briefly and then say, "Is that so? Listen to me down to know ......"

Teachers in the use of interruption method, we must remember that this interruption is a temporary interruption in the need to do, rather than arbitrary interruption, the purpose of the interruption is to improve the effectiveness of teaching. Therefore, the use of the interruption method should be timely, appropriate, few and precise, should not be used frequently.

Third, to carry out children's story teaching should pay attention to several issues

(a) how to choose the story

In the selection of stories used for teaching, teachers need to consider these three aspects: the readability of the story (listen to); the theme of the teaching; the age of the children.

Readability involves factors such as the difficulty of the language, the complexity of the language structure, the excitement of the story, and the length of the story. The difficulty of the story should be judged on the basis of the existing level of the children. According to Vygotsky's "zone of nearest development" theory and Krashen's input hypothesis in the theory of second language acquisition, young children acquire language through comprehending language input that is slightly above their current level. Therefore, the level of difficulty of the story language should be within the children's language level and contain new language knowledge. If children cannot understand most of the phrases in a story, they will lose interest in listening to or reading even the most exciting stories. In addition, pictures and body language are also effective means to help children understand stories with some language difficulty. In terms of structure and content, stories with clear logic and light, interesting content should be chosen. The complexity of the story content should increase in a gradient from small to large classes. In terms of story length, stories for classroom narration should not be too long, because listening to stories is a tense and exciting process, and young children can concentrate for a limited time, so too long stories will make them tired and lose interest in listening. Written stories can be a little longer because children can reread what has come before. In addition, only stories with outstanding plots are readable, as the British educator Andrew Wright said. As the British educator Andrew Wright said, large descriptions are taboo when using stories to teach, and this is especially true of stories used to teach young children.

The teaching theme is an important basis for teachers to choose stories. Teachers should choose stories according to the teaching theme of the unit, so as to reduce the difficulty of the story, but also to expand the knowledge of the children. When choosing stories, teachers should choose stories with clear clues so that children can understand, retell or paraphrase the stories according to the clues.

The age of the children is also a factor that must be considered when choosing stories. For younger children, stories that have a high repetition rate (including repetition of words, sentences, and paragraphs) and are catchy are appropriate. This is helpful for young children to have a firm grasp of basic vocabulary and sentence structure, as well as to develop a sense of proper rhythm.

(2) How to design activities in story teaching

The design of activities is the key to story teaching. Storytelling in a language teaching environment is different from storytelling as a pastime. The main purpose of the latter is to have fun, and there are usually no other activities except listening or reading; while the former can be said to be "teaching for fun", with "teaching" as the purpose, and the activities unfolding around the story are the key to achieving the goal of "teaching for fun". The activities around the story are the way to achieve the purpose of "teaching".

Preparatory activities: the preparatory phase of the activities are generally carried out before the presentation of the story, the main two purposes: one is to clear the barrier of understanding of young children; the second is to allow children to have a general understanding of the content of the story. The preparatory work to remove language barriers is mainly for the impact of understanding the content of the story of the key words and ten that do not affect the understanding of young children or drawings can guess the meaning of the words do not have to explain. It is important to note that even activities that teach children vocabulary should be meaningful and interesting, and as relevant to the story as possible.

In the process of storytelling, teachers can also design the following activities: when the children listen to the story, the teacher shows them the corresponding teaching cards to help them understand; let the children guess the general idea of the story through the picture; reorder the pictures that are out of order according to their own understanding; and guess the content of the story by combining the key words of the story, etc.

This is the first time that the teacher has taught the children how to read the story. Innovative, hands-on activities are fun and challenging. For example, making corresponding movements while listening; finding corresponding pictures, or puzzles, according to the storyline; making judgments based on movements or descriptions, and so on. The purpose of these activities is not to evaluate the rightness or wrongness of the children's answers, but to stimulate the children's interest and provoke them to think, as well as to reduce the difficulty of listening and to improve the listenability (readability) of the story. The use of teachers' body language during storytelling can enhance the infectiousness of the story and improve its comprehension. Storytelling is more personalized than reading stories. Teachers can observe the children's reactions and take appropriate regulatory measures at any time, such as repeating and supplementing with actions. Storytelling requires teachers to have a high level of oral proficiency and a high level of performance talent. For teachers with an average level of oral proficiency, they should let the children listen to the cassette tape more often after telling the story, which will help to cultivate the children's listening skills.

On the basis of understanding, teachers can design expression activities. For example, children can be allowed to retell the story according to the pictures or simply describe the characters or things, add something to the story, and perform in roles according to the content of the story. All these activities are conducive to improving children's listening and speaking skills, and are also useful for training children's reasoning and imagination. In order to reduce the difficulty of the activities and activate children's creative thinking, teachers can give certain hints when children try to retell the story. These activities should be conducted in small groups as much as possible. In addition, young children are fond of performing skits and stories they see in videos, and they will get a sense of achievement from them through performing.

(C) Introducing a competitive mechanism to stimulate children's enthusiasm for participating in activities

Children will get tired of any form of activity after a long time. Apathy will make the effect of the activities greatly reduced, the introduction of competition mechanism, this problem will be solved. Competition can activate the potential ability of young children, can stimulate young children's enterprising spirit. Young children are aggressive and are mostly unwilling to be left behind, so when designing activities, incentives can be used with various forms of rewards to reward winners and encourage progress. Sometimes it is a few words of encouragement, sometimes it is a small red flower, a small star, all of these will make the children get a sense of achievement, always keep the interest in the story, will listen to, tell the story as a happy thing.

In short, story teaching activities in kindergarten should be carried out with young children as the main body, centered on interest, from the psychological and physiological characteristics of young children, follow the law of language development of young children, change the traditional way of learning, so that young children can learn through experience, participation, and lively.

References:

1. Zhang Zhiyuan. The Method of Teaching English to Young Children. Beijing: Foreign Language Teaching and Research Press, 2002

2. Yi Jin, Lin Danhua. Language Education for Young Children. Beijing: China Labor and Social Security Press, 1999

3. Yu Chong. Early Childhood Language Development and Education. Changchun: Northeast Normal University Press. 1995

4. Zhu Shiyuan. The Language Teaching Methods of Young Children. Changsha: Hunan Children's and Young People's Publishing House, 1982