Shortcomings and Improvement Strategies of Language Teaching in Kindergarten

(a) emphasis on "teaching" but not "learning"

1, the determination of the teaching objectives

2, the teaching process is still the teacher's high input, high consumption, a word. Heavy impartation, light incentive, pointing guidance, young children have no initiative, enthusiasm, the result is the low output of teaching effectiveness.

The teaching process, teachers like the storyteller as a big speech, only satisfied with a single way, a single angle of the right, and do not think about the change, the results of an activity down, just taught, and young children in this activity in the end got what? The teacher's own heart is also an unknown quantity.

(2) heavy "variant" light "implementation"

1, many teachers focus on the form of renovation, far more than the implementation of the objectives.

This is particularly prominent in public teaching, activities and evaluation. Some teachers even worry that the form is not "change" on the podium. The first time I saw this was when I was a student at the University of California, Berkeley, and I was a student at the University of California, Berkeley, and I was a student at the University of California, Berkeley. A significant portion of teachers do not even think about whether the selected content is suitable for imitation, suitable for the diffusion of thinking, so prose, poetry activities can not be separated from the imitation, story teaching undoubtedly thinking about the diffusion of the "new phenomenon" of education reform.

2, eager to achieve, the previous ring of the activities of the goal has not been implemented, the next activity in a hurry to start.

"Imitation and performance must be backed by a certain foundation" is often forgotten by teachers. In many cases, the teacher's analysis of the original work is not thorough, and the children do not understand and are not familiar with it. In some cases, after an activity, the children's complete learning of the original work only stops at reading it twice, and the teacher then rushes the children to imitate and perform it. The children are not yet able to "walk", the teacher is eager to let them "run", the result is naturally unsatisfactory.

(C) heavy "table" light "in"

1, the understanding of the material "deviation". A lot of teachers only notice the events described in the surface of the textbook, describing the words and phrases, i.e., "what is the knowledge". They seldom consider the deeper connotations of the textbook itself, that is, the "knowledge of why" or "knowledge of how" and the know-how and skills to solve problems.

2. Many teachers do not pay attention to the observation and understanding of their children's existing experiences and levels, and do not have proper communication with them.

(4) The characteristics of language teaching are not prominent

1. Language classes have become character education and life education classes.

This is more prominent in story teaching. The story teaching, the training of young children's language expression ability is ignored, the habit of listening to be discarded, the rest is just a "didactic". As we all know, the formation of young children's good behavior, with a story of the didactic is absolutely difficult to achieve, its value and where?

2, the beauty of literature or neglected, or rigidly "injected"

Some teachers in language teaching also pay more attention to the cultivation of young children's aesthetic interest, but there is a young child on the perception of aesthetic interest, often not the teacher through the appropriate language to awaken young children's existing experience, stimulate, The first step is to make sure that you have a good understanding of the concept of aesthetics, and that you have a good understanding of the concept of aesthetics, and that you have a good understanding of the concept of aesthetics.

Two strategies for teaching language to young children

1, create a good language education environment.

The fact that children who grow up among wolves only howl shows that an open language education environment is crucial to improving young children's language skills. The ultimate goal of language education is to let children dare to speak, good at speaking, to rich, vivid language to accurately express their thoughts. To create a democratic, relaxed, harmonious and open language education environment, children should not be allowed to stay only in the kindergarten classroom to learn the language, but should be allowed to go into the society and nature, to feel the mountains, water, spring, summer, autumn and winter; they should be fully understood and their tension eliminated, so as to let them have a feeling for the language. In addition, you can also use the form of storytelling and parent salon to strengthen the language training of young children.

2, the use of multimedia to help children learn language.

The development of multimedia technology has led to great changes in the concept, content, form and method of early childhood language education, and has become an important way and tool for young children to learn language. Teachers should make full use of the many audio-visual means, so that young children in the listening, preparation, speaking, doing, thinking in the full accumulation of language experience.

3, language education should be throughout the other education, language education can not be singled out.

Language education and other early childhood education is actually a mutual basis, interlinked, mutually reinforcing relationship, so language education is not only the responsibility of the language class teachers, and should be throughout the other education, but also the responsibility of other teachers. Developing young children's thinking is the basis of language education. Language is the expression of thinking good thinking activities should be the prerequisite for language expression. Such as language education in physical education class activities, should first let the children observe the teacher's action, ask the teacher to tell the climbing, jumping, running and other action essentials and precautions, and then let the children imitate the teacher's action, and then use the language to express how to do a good job of the action, so that by letting the children experience it first hand, and then tell the characteristics of the activity. For example, in math class, children should be allowed to observe the illustrations to think about what is in the picture and how many of each? Express it in words, and also let the children talk about arithmetic. Thus, the development of children's language.

4, home **** education, promote the development of children's language skills.

The family is the cradle of young children's lives, the warmest, safest, freest and happiest harbor for children, and the level of speech and language expression of family members directly affects the development of young children's language. So parents should be a good example, to set an example and children talk in Mandarin, and actively create a good environment, so that children will be happy to Mandarin, talk about some of the topics that children are more interested in, so that children are happy to say, happy to speak, and cultivate the child's interest in learning the language.

5, effective language training for young children should be fun, persistent.

The way and content of the language training should be updated from time to time. The way of training can be carried out in the game, and the way of playing can be changed constantly, to promote the effect of language training with perceptual awareness. The content of the training should not be only familiar, stagnant and monotonous. As a matter of fact, the teacher's humorous language is often what children like to imitate the most. Of course, reciting the philosophical language of the play with them after watching the film or television, as well as improvising certain joyful or humorous moments in the play, are more acceptable to the children, and are also the key to improving their language expression ability. Language training for young children is a long-term and complex matter. The continuity of training not only reinforces what has been learned, but also allows new language to correct past mistakes and fill in the gaps of previous language.

Kindergarten language teaching deficiencies and improvement strategies Part 2

A class situation analysis:

This semester, the middle class of 28 children ****, the average age of 4 years and a half to 5 years of age, there is a great deal of difference in language ability, some children have a strong ability to express themselves in language, the things elaborated very clearly, but there is also a portion of the kindergarten is not willing to express, the expression of language has a clear, but there is also a portion of the kindergarten is not willing to express, the expression of language has a clear. willing to express themselves and have mild stuttering and lisping in their language when expressing themselves. In order to make the children's language development better, I in this semester by learning to speak, learning children's songs, storytelling and other forms of development of the children's language skills, and cultivate the children's pronunciation is clear, correct, learn to speak Mandarin, further enrich the children's vocabulary, the development of young children's thinking and the ability to express verbal language, I based on the teaching objectives, along with the age of children's characteristics, to make the objectives of the plan as follows:

1, learn Mandarin to communicate with others.

2, master the basic nouns, adjectives, quantifiers, conjunctions.

3, pay attention to listen to others and respect others.

4. Enhance the ability to tell and think logically.

Second, specific measures:

1, require children to continue to learn to speak Mandarin, in the park activities and teachers or talk to children, are emphasized that children talk in Mandarin, strengthened attention to the children talk to the pronunciation and intonation of the correct, found that the voice error, immediately correct the pronunciation.

2, continue to enrich the vocabulary, so that they master the use of more nouns verbs adjectives, quantifiers, pronouns, learn to use common adverbs such as now, but also, very much, etc.) and conjunctions (and, and, and, equal to) can understand the meaning of words. Require their flexible use in daily life.

3. Let the children be able to concentrate and listen to others patiently. They don't interrupt others. Happy to communicate with peers, can speak generously in front of the collective can speak Mandarin, more coherent expression of their own meaning, in the usual teacher and a few children talk, should take turns to talk, do not rush to speak, do not interfere, so as to improve the ability of young children to communicate with the language.

4, require children to develop the habit of first carefully observe the picture, after the expression of the narrative, I gradually guide children to understand the picture and the scene show the sequence of events. The children are required to take the initiative to tell the story in front of the group, with loud voices and complete sentences. Other children can actively listen to the content of other people's narratives, to find similarities and differences, and learn from them a good way to narrate.

5, I am in the classroom, the form of the game method to develop the recitation of poetry between young children race to tell two or three stories, and according to the children's expression, pronunciation tone, action performance so that they can learn to master other people's narratives.

A class situation analysis:

Summer heat, we ushered in a new semester, my class has 35 children, 12 girls, according to the basic status quo of the children in the class, based on the guiding spirit of the new "Outline", both in line with the basic status quo of young children, but also certain Challenging, I made the following plan:

Second, teaching objectives:

1, learn to speak Mandarin, and can use appropriate language to talk to others.

2. Concentrate on listening to others with attention and patience.

3. Be able to express oneself boldly and coherently.

4. They can write their own names correctly and recognize the names of their peers.

5. Can read books independently and develop correct reading habits.

3. Focus and Difficulties:

Focus:

1. To establish good language routines and help children recognize the diversity of language.

2. Children can boldly use Putonghua to talk with others, and the utterance is smooth and fluent.

3. Utilizing books, drawings and many other ways to arouse children's interest in books, reading and writing, and to develop pre-reading pre-writing skills.

Difficulties:

1. To bring the children in this class closer together in all aspects of language.

2, so that every child in the day life can use Mandarin to talk with others.

3. Overcome psychological barriers and express themselves boldly in front of people.

4. Measures:

1. Create a free and relaxed language environment to attract children to communicate their ideas freely and easily with each other.

2. Organize children's day-to-day life in the tone and form of the game, so that children are interested in participating in activities.

3, according to the needs of each child, give them different help, and in the day to day life more in Mandarin to talk to others.

4, the use of telephone interviews, visits and other forms of informing parents of children in the park day performance, do a good job of home **** education.

V. Schedule:

The second week: Do not say that I am small (children's song) Mr. Cowardly (story)

The third week: Helping Mom (story) Little Helper (children's song)

The fourth week: Kong Rong letting the pear (story) Bathing is really happy (talk)

The fifth week: Red-eyed Mimi (story) The Body That Moves

Week 6: The Toy Closet Happy in Kindergarten

A. Analysis of the Current Situation:

Advantages: The types of language activities that the children in this class have been exposed to are: fairy tales, listening games, talking activities, narrating activities, poems and so on, through which the children have been able to express their oral expressions through the implementation of such activities.

Strengths: Children in this class are exposed to the following types of language activities: fairy tales, listening games, talking activities, narrating activities, poems, etc. Through these activities, children have a strong ability to express themselves orally, and they love to talk, enjoy talking, and are brave enough to express their own ideas and opinions in front of the group.

Second, the teaching objectives:

Can concentrate, patiently listen to other people's conversations, do not interrupt others. The first step is to make sure that you can communicate with your peers and speak graciously in front of the group. Learning to talk about a certain topic without going off on a tangent. Learn to take turns in conversation without jumping the gun or interrupting. Continue to learn the language of interaction and improve the ability of language interaction.

Develop the habit of observing carefully before expressing oneself. Gradually learn to understand the sequence of events shown in pictures and scenarios. Be able to take the initiative to speak in front of a group with a loud voice and complete sentences.

They practice pronunciation in games, use pronouns, locatives, adverbs, verbs, conjunctions and prepositions correctly, speak in simple and complete sentences, and understand and comprehend the rules of multiple games. They will learn to understand the rules of language in games more quickly and be able to respond to them in a timely manner.

Enjoys appreciating different forms of literature and actively participates in literary learning activities.

The children learn to understand the characters of literary works, feel the emotional tone of the works, and use appropriate language, actions, and drawings to express their understanding.

Being able to look closely at the details of a book's images, understand the contents of a single-page, multi-frame children's picture book, and enhance the ability to anticipate the development and ending of a storyline. In the process of reading, they initially understand the origin of Chinese characters and the simple rules of recognizing and reading Chinese characters, and have the desire to actively explore Chinese characters. They enjoy tracing shapes and trying to practice the basic strokes of Chinese characters in a fun way.

Concrete Measures

Create a free and relaxed environment for language exchange, support, encourage and attract children to talk with teachers, peers or other people, and experience the fun of language exchange. Develop the habit of paying attention to listening, and develop their language comprehension ability. Encourage children to express their thoughts and feelings boldly and clearly, try to illustrate and describe simple things or processes, and develop their thinking and language skills. The children are guided to contact excellent children's literature to feel the richness and beauty of the language, and are helped to deepen their experience and understanding of the works through a variety of activities.

Strengthen the connection between language education and other areas of education. Teachers should provide role models for young children to learn language. Teachers act as actual objects for young children to instruct them in language. Teachers should create conditions for young children to learn actively, such as providing good examples of language; providing rich and varied materials for language activities; creating language communication situations; and giving positive feedback on young children's language learning behaviors to enhance their interest and confidence in learning and using language.

The shortcomings and improvement strategies of kindergarten language teaching Part 5

I. Guiding Idea:

Early childhood is the period of the most rapid development of the human brain, this period of time the language development of young children is very rapid, the vocabulary is growing, through the development of the child can be a simple, coherent recounting of sights and sounds and expression of ideas. Modern theories tell us that language development is the foundation of intellectual development. Therefore, the cultivation of young children's language is related to the sustainable development of children in the future. In recent years, there have been many breakthroughs in kindergarten language education reform research, but in reality, the low effectiveness of language teaching is still more common. How to change the status quo, turn hard work into skillful work, and strive to improve the effectiveness of language teaching, this is an important topic in front of every educator.

Second, the work of the objectives and measures:

(a) to strengthen learning, a real change of mind, and strive to improve the overall quality of teachers.

(ii) Reform teaching methods and strive to improve the effectiveness of language teaching.

1, realistic. It is to contact the actual, serious study of the situation, according to the actual teaching of young children. Teaching is real, learning is real. This requires every teacher to go to the children, with love, observation, analysis, understanding of young children, understanding of young children's needs, and according to the characteristics of young children, molded easy to communicate with young children, understanding of the "text".

2, seek to live, is that teachers should give full play to teaching wit, flexible management of the teaching process. Teachers must be clear that the fundamental purpose of teaching is not to allow children to simply learn ready-made conclusions, but to teach children how to think independently, especially to teach children to think logically. And as far as possible to do with the teacher's love of literature, understanding, creation, will introduce children into a learning situation, fully linked and adapted to the children's existing experience, throw some inspiring questions to the children, so that they are in the process of inquiry and problem solving search, pick up, suck na knowledge, enrich themselves, exercise thinking, development of ability. In addition, the teacher should be good at observing the children's response, comprehensive grasp of the children's feedback, and constantly adjust the teaching.

3, new, to establish an innovative view of teaching. Constructing a multi-dimensional interactive innovative teaching system to inspire discussion, exploration, questioning, arguing, collecting information, independent learning as the basic form of teaching, pay attention to the anticipation and participation of young children, advocating the cultivation of young children to fully mobilize the existing experience, the full teaching and research area of the new debut of the possession of resources, to take a very personalized learning steps, methods, approaches, methods of treatment and the results of the statement of the way to take the initiative to internalize, The first step in the process is to make sure that you have a good understanding of what you are doing and how you are doing it.

4, seek efficiency. The essence of quality education is quality and efficiency. Efficient classroom teaching must be reflected through efficient teaching behavior. I will start from the language teaching, classroom management, learning guidance, teaching methodology, testing feedback, and other aspects of the fruitful creative language teaching and practicing activities to improve the effectiveness of language teaching.

Teaching Methods

Teaching Methods: Situational Teaching Methods, Game Methods and so on.

Fourth, the teaching plan

March theme content: capable of me

The first week, boast myself

The second week, compare whose mouth is clever

The third week, a letter to mother

The fourth week, who want me to help

April theme content: Spring Scenery

Week 1: Spring is the way the rain comes, it's the dolls of the clouds

Week 2: Quiz Songs for You

Week 3: Who am I, the Little Mouse and the Big Whale

Week 4: It's good to have friends

June Theme: Happy Summer

Week 1: Amazing Dad

Week 2: Fish's "Words Part 6

This semester, we will formulate a teaching plan around the Outline, and focus on experiencing the spirit of the Outline in the implementation of specific activities. In the division of curriculum areas, also based on the outline, divided into language, science, health, social, art and social five areas, the integration of the "Outline" and kindergarten teaching philosophy as the basis for curriculum development. The teaching objectives for this semester are as follows:

I. Language:

1. Encourage children to take the initiative to use language to interact with others and experience the joy of verbal communication; guide children to the correct use of polite words "hello", "thank you", "thank you", "thank you" and "thank you".

2, guide children to listen to others quietly, according to simple language instructions; guide children to pay attention to listen to others to tell stories, read children's songs, and with others to look through familiar, interested in picture books.

3, like stories, children's songs and other literary works, the initial understanding of its main content, willing to perform and tell their own interest in short stories, children's songs and so on.

4, love of books, learning to read books from front to back, page by page, to develop children's awareness of the correct use and care of books and methods, to help them develop not to tear the book, do not fold the book, wash their hands and then read the book and other reading habits.

5, pay attention to listen to teachers and peers, understand the simple behavior requirements.

6, willing to learn to speak Mandarin, like to talk with teachers and children, boldly express their own requests and wishes, willing to answer questions raised by others.

7. In life games, they learn to distinguish the easily confused speech sounds in Mandarin, understand simple language commands, and act according to simple language commands.

2. Health area:

1. Adapt to the collective life, and maintain a pleasant mood in the activities.

2. Guide children to eat, drink and sleep on time. Teach children to tell adults when they need to go to the toilet, and gradually adapt to the kindergarten toilet environment.

3. Cultivate children to master the method of putting on and taking off simple clothes, shoes and socks. The children will learn how to fold their clothes and how to put them on.

4. Cultivate children to master the correct way of washing hands, brushing teeth and washing face. The children are taught to wash their hands before and after meals or when their hands are dirty, and to rinse their mouths after meals.

5, learn to eat independently, gradually like to eat a variety of food, will use a small spoon to eat correctly, not picky about food.

6, guide the children to learn to protect the teeth, nose and other five senses of the general knowledge, the body has abnormalities tell the teacher, know that there is a disease should be treated with.

7. Cultivate children's initial awareness of safety, know the common dangerous places and objects, and be careful with toys or tools.

8. Cultivate children's interest in sports activities, like to participate in sports activities, experience the joy of sports.

9, guide children to learn to walk and run naturally; learn to jump upward with both feet in place; practice walking in the middle of parallel lines with a certain distance and on slopes with a certain height; practice drilling on the front and crawling on hands and knees; learn to roll and catch a ball.

Three, the social field:

1, guide the children to understand familiar with the kindergarten environment, know the teacher and peers, feel the joy of kindergarten life.

2, guide children to learn to use "hello", "goodbye", "please", "thank you" and other polite words to interact with others.

2.

3. Guiding children to know their own names, gender and family members, and to know the name of the kindergarten and the class.

4. Teach children to take care of toys and books, and to put them back after use.

5, in life, understand, learn to abide by some basic rules.

6, can politely greet people, ask for help and express gratitude. In the adult revelation can have comfort, care, help others behavior, respect parents, elders.

7. Willing to do what they can do without relying on adults.

8. Teach children to be friendly with children and not to fight for or monopolize toys; to play with children or take turns when they have fun.

Fourth, the field of art (music):

1, like music activities, in the activities of the emotionally happy, the initial experience of beauty.

2, can use song and simple action to show their understanding and feelings of the content and emotion of the song or piece.

3. Initially develop the habit of using musical instruments correctly.

4. Be able to sing songs in five keys within the range of six degrees accurately, and basically sing the songs, rhythms and melodies in half note, quarter note and eighth note, and try to add simple movements to express their feelings, and try to imitate the lyrics of a phrase in a familiar song.

5, guide the children to appreciate the image of a clear, simple plot of the song, music, to help the initial understanding and appreciation of the content of the work, try to express the action to carry out.

6, like to appreciate music, preliminary feeling and understanding of the content and emotion of the image of the distinctive songs, instrumental compositions, dance, and participate in the appreciation of free rhythm and other activities.

1, learn to look at the icon to imagine, and coherent narrative.

2, will migrate to have life experience, around the rabbit transport pumpkin, active thinking, reasonable imagination, think of a variety of ways to transport pumpkin, experience the fun of creating.

3, experience unity and assistance, bring happiness.

Activity Preparation:

1, the story of the rabbit transporting the pumpkin 3 pictures.

2, the children tell the story book several copies

3, hook line pen

Activity process:

First, talk about the introduction, stimulate interest.

Teacher: Who came to our class guest (white rabbit) you know what the rabbit loves to eat? (grass, radish, vegetables) What else does it like to eat? After reading this big book you will understand.

Second, the children look at the picture, create the first picture.

Third, as the picture unfolds, there is an icon on the picture ○ children based on existing life experience bold imagination.

Teacher: The rabbit walks and walks and sees a round thing in the distance. What will the rabbit think and do?

The children told...

Teacher: Let's see what the rabbit saw. (Pumpkin) Wow! Who is going to say something nice about this big pumpkin?

Young: golden pumpkin

Young: big, round pumpkin

Young: big, chubby pumpkin

Teacher: pumpkin how to (big) bunny (small) (show the Chinese characters for big and small)

Teacher mime, children guess the meaning

Young: Teacher said, children perform.

Teacher: Have you ever seen a pumpkin? What can pumpkins be used for?

Young: pumpkin can be made into pumpkin pie.

Young: pumpkin can be burned into pumpkin porridge.

Teacher: pumpkin food is very nutritious, eat can grow taller, but also become smart.

Rabbit saw the pumpkin will think? How to do it?

Young: the rabbit thought: Yes, I can take it home as a snack.

The rabbit thought: I'll take it home and make my mom happy.

Teacher: Did the rabbit move the pumpkin home? Let's look at the last picture, what is it about?

The children told...

4. The children drew various ways to carry the pumpkin home

Teacher: The pumpkin is very big, the rabbit is very small, what did he use to carry it home?

Toddler narrate...

Teacher: Please turn the book to the blank space on page 3, and then use the hook and line pen to draw down the good ways you think of, and then speak to the guest teacher when you finish to see who comes up with a way to get the red flag first.

Children draw and think

Teacher: Who will tell the way you think of.

The children told...

Teacher: Children should use their little brains when they encounter difficulties, and they will surely come up with a good way to overcome them.

Please put what you think into a story and tell it to the children next to you from the first page.

The children told...

Teacher: After the story is finished do you know what else the rabbit likes to eat? （

This story doesn't have a name yet, who will help give it a name

Young children: the rabbit is looking for something, the rabbit carries the pumpkin...

Teacher: The little brother and sister want to listen to this story too, so let's go out and tell it to them.