Summary of the subject of how to cultivate young children's Putonghua ability

I. Presentation of the subject

(1) The demand of the development of the times. It is pointed out in the Outline for the Reform and Development of Education in China that "the hope of revitalizing the nation lies in education, and the hope of revitalizing education lies in teachers". The development of education is changing day by day. With the promulgation of the Outline of Guidance for Kindergarten Education (for trial implementation) and the continuous advancement of kindergarten curriculum reform, newer and higher requirements have been put forward for teachers. Emphasizing the development of children's ability to use language is a ****same trend in international children's language education in recent years. We intend to be based on the actual kindergarten, the actual teachers and the actual teaching, focusing on the collective teaching research, increase the listening to class, lecture, evaluation, class, in order to improve the entry teacher's ability to collectively teach the effective questioning to make positive attempts, and strive to improve the teaching skills of the teachers, laying the groundwork for the deepening of the reform of kindergarten education.

(ii) the needs of the development of early childhood education. Kindergarten Education Guidance Program" clearly puts forward: "Encourage young children to express their thoughts and feelings boldly and clearly, try to explain, describe simple things and processes, the development of language expression ability, is an important task of kindergarten education, early childhood is also the key period of human mastery of language. Therefore, the study of this topic as a way for teachers to explore ways to develop the language expression ability of young children and strategies have a high research value.

The definition of the topic

"The cultivation of young children's language expression ability" includes the creation of a good language environment for young children by teachers, the provision of rich linguistic information, the stimulation of young children's desire to speak through life activities, group activities, games, and the cultivation of young children's courage to speak out boldly and loudly, and the guidance of young children to learn language expression methods and skills. We guide children to learn language expression and skills, so that they can develop the good habit of using language actively. In this study, teachers do not intentionally seek to achieve consistency in the strengths and weaknesses of children's language skills, but recognize the objective differences in language skills between individuals, and strive to stimulate children's language skills to varying degrees, so that each child can go from wanting to speak to daring to speak, and be able to speak.

Third, the research status and development trend of this topic at home and abroad

In the late 1970s and early 1980s, a group of scholars represented by the psycholinguist Goodman, influenced by Vygotsky's theories, placed children's language education in the social environment for rethinking, and absorbed the results of the contemporary research on the development of children's language to carry out the They have also absorbed the results of contemporary research on children's language development and carried out a reform movement of "whole language" language education. Since the 1990s, the "whole language" movement has spread to the international preschool education community. Early childhood education in China is at an important stage of introducing new educational concepts and theories, and at the same time, it is also a period when China's early childhood education is in line with international early childhood education.

Beginning in the 80's, in the reform of kindergarten education in China, a great deal of research has been done on the language development and language learning of preschool children, such as: "the study of the development of young children's language ability in daily life", "the study of the practice of cultivating young children's linguistic ability in a variety of ways," etc. The above topics were studied from the perspective of day-to-day activities. The above topics have focused on the cultivation of children's good language habits and language expression ability from a certain part of the day's activities, and have accumulated rich educational experience for the development of children's language ability. Therefore, we combined with the actual situation of the kindergarten, creativity to carry out "the cultivation of children's language expression ability" subject research, is a certain research value.

Four, the theoretical basis of the subject research

(a) The law of the physical and mental development of young children. The law of physical and mental development of young children shows that: the development of young children's hearing and speech organs gradually mature, correctly issued all the conditions of speech have been available, early childhood is the key period of human mastery of language. Therefore, we choose this topic to emphasize the cultivation of young children's language expression ability in the critical period and give full play to the advantages of young children's language development.

(2) Whole Language Education Theory. The theory of whole language education advocates open language teaching, which transforms the traditional language teaching process of teacher-transmission and student-teaching into a process of cooperative learning between teachers and young children, and considers young children's language learning to be holistic and natural; integrated, open and equal; and creative learning. Therefore, we will provide young children with opportunities to learn and develop language through various forms of teacher-child interaction and young-child interaction, so as to promote the improvement of young children's language expression ability.

(3) Vygotsky's theory of the zone of nearest development. Vygotsky's zone of nearest development refers to "the child's existing level of independent problem solving and the potential level of development that can be achieved through the help of adults or more experienced peers". Teachers can accelerate children's language development by grasping the nearest developmental zone. Therefore, the research of this topic will consider the teaching process to fully take into account the developmental differences of different children, put forward different levels of goals and requirements, and responsive materials proposed and instructional strategies, through the mutual supportive learning and the process of evaluation, to support and promote the development and improvement of the children in the original level.

(4) "Content and Requirements" of the language field in the Outline. It suggests: encouraging young children to express their thoughts and feelings in clear language, and developing the ability to express themselves; creating a free and relaxed language interaction environment, supporting, encouraging and attracting young children to talk with teachers and peers, and experiencing the joy of language communication; providing a Mandarin language environment, and helping young children to familiarize themselves with, understand and learn to speak Mandarin. The "Guidance Points" suggests that language ability is a comprehensive ability, and that the development of children's language is inextricably linked to the development of their emotions, thinking, level of social participation, communication skills, knowledge and experience, and that language education should permeate all activities.

V. Objectives of the research

1. The research of this topic takes daily life activities, collective activities and games as an entry point to develop children's good listening habits, stimulate children's desire to speak, and cultivate children's courage to speak boldly, loudly, coherently and around the theme, guide children to learn language expression and skills, and enable children to develop good habits to express themselves actively in language, and develop children's language expression. It also helps children to develop good habits of using language to express themselves and to develop their ability to express themselves, to understand, and to comprehend thinking.

2. Explore the content, methods and organization of teaching activities that are suitable for the actual development of children's language expression ability in the kindergarten, change the current fragmented teaching activities, lack of systematic education, guide the teachers to improve their educational behavior in educational practice, improve the ability of teachers to organize children's activities, improve the quality of teachers' language education, and improve the quality of kindergarten education in a comprehensive manner.

Sixth, the subject of research

(a) make full use of all aspects of the day's life, random education, the development of language skills for young children.

1. Using the nap session, the children to listen to, tell the ability to cultivate

Listening to stories is an activity that children like very much, the use of the nap session, to carry out storytelling not only mobilize the children's interest in napping, but also more importantly, it can effectively cultivate young children's ability to listen. The ability to listen requires a quiet environment, and the nap session is an excellent time for children to develop their listening skills.

2. Using the meal time, we organize the children to enjoy light music, prose and poetry, and learn to appreciate listening, target listening, discriminative listening, creative listening and critical listening.

3. We utilize the time when children come to the school in the morning and leave the school in the evening to cultivate language

In the morning, we carry out some exchange and discussion topics, such as "What I saw is new" and "What happened in my house last night". At the end of the school day, we can have thematic or non-thematic chats such as "What are we going to do at home today" and "Our promise", which provide opportunities for children to learn oral expression. In addition, teachers can use this session to provide children with good books and written materials that are readily available. Let the children have the freedom to choose to learn and read. Provide children with some pinyin blocks, spelling toys, word solitaire games, etc., through some interesting ways, provide interesting materials for children to manipulate and play, deepen children's impression of written expression.

(2) Effectively grasping language guidance in group teaching and regional activities.

1. Using language teaching activities to create language learning opportunities and communication situations to improve children's language expression ability

For example: in the retelling of the story "The Cock of the Golden Cockerel", I designed simple, innovative, attractive finger puppets, roosters, foxes, cats, and paintbrush birds for children to put on their fingers to practice the role of the dialog, and to guide the children to learn to use the tone of voice, movement, The children are instructed to learn how to express the content of the story with voice, movement and expression. Another example is to guide the children to collect the characters and scenery on the used paper and bags at home, and let the children put together a plot picture and make up an interesting story for everyone to hear. These "waste objects" not only become the children to participate in the activities of the temptation of the object, but also become the children's educational expression of speech visual aids, the children's ability to express themselves orally improved significantly.

2. In all areas of teaching, the organic penetration of the existing language experience, to provide children with the opportunity to use language expression.

The new Outline clearly states that the most important way to develop children's language is through the interpenetration of various fields of education. Therefore, we should allow children to expand their experiences and provide conditions for language development in a variety of activities. For example, in science activities, art activities, health activities and so on.

3. We utilize the creation of corners, materials and situations to support children's language expression.

We use regional activities (language corner, art corner, music corner ......), the activity area to prepare a variety of toys, waste objects, etc., the activities of the children themselves to choose to play in various areas, the children also look at say, play say, act say. For example, in the language corner, toddlers hold toys in their hands and play various roles, they make up their own dialogues and talk to each other. When choosing roles, the teacher encourages children to exchange roles, because when the roles change, the language behavior also changes, thus allowing children to obtain language development in different roles in the interaction activities.

4. Carry out colorful activities to mobilize children's motivation to speak.

Regularly organizing activities such as children's song recitals, storytelling competitions, and language teaching games will promote the development of children's language skills. In particular, storytelling activities, such as storytelling activities, can not only increase the interest of young children, but also develop their creative thinking.

(3) Home and family cooperation, **** with the development of children's language skills.

The Outline points out that the family is an important partner of the kindergarten, because most of the time is spent in the family, his speech is directly affected by the parents and implied, so the parents of young children's language ability to play a pivotal role in the development of expression. For this reason, I not only in the kindergarten to strengthen the implementation of the training of children's language skills, but also in the children's parents to widely publicize, and strive for a variety of ways to guide parents to pay attention to the cultivation of children's language skills, and strive for the home *** with the cooperation, to play a multiplier effect.

Seven, the subject of the research method

1. Literature research method: ① from the press, the network and the subject of the relevant research materials, to understand and grasp the results of others, by analyzing and comparing to further clarify the starting point of their own current research. ② In the review of "dialogue theory" based on the literature, from the theoretical definition of the "dialogue" characteristics, to clarify the characteristics and status of each form of dialogue in the multi-dialogue network, to clarify the role of the teacher role.

2. Action Research Method: Selected teaching materials are put into practice in different fields and in different teaching programs to analyze the effectiveness of the application of dialogue theory.

3. Case study method: select some representative children, tracking the whole process of analysis and evaluation, to understand the performance and reflection of children and teachers in the practice of dialogue theory, to point instead of face, to understand the progress of the study and the effect of the research, so as to facilitate the grasp of the direction of the subject of research. It provides a practical basis for the application of dialogic theory.

4. Observation method: to examine, record and analyze the objects of observation and their behaviors under natural conditions in a purposeful and planned way, and to understand the behaviors of children and teachers in language activities.

5. Summary of experience method: analyzing and evaluating the effectiveness of the application of dialogue theory in kindergarten language activities, and constantly summarizing the experience, upgrading it into a theory, and writing a summary of experience paper or research report.

VIII. Steps of the research

Phase I: Preparation of the subject: (November - December 2011)

1. Formulate a research program for the subject.

2. Do a good job of project declaration and subject plan work.

The second stage: the implementation stage of the subject: (January - December 2012)

1. Members of the subject team studied the "Outline of the Guidance for Kindergarten Education (Trial)", "Early Childhood Language Teaching Methods" and other related books, to better grasp the age characteristics of the children in the older classes, the characteristics of learning, and grasp the objectives of language education in the older classes, so that the subject of the study will be more effective.

2. Create a suitable language environment according to the current development of the children in the class.

3. Carrying out theme activities and parent activities around the topic, writing related papers and activity designs for submission, and collecting valuable first-hand information on the topic.

4. Implement activities according to the plan and practice. The research methods and strategies are adjusted flexibly and wisely according to the developmental status of the children.

5. Every other week for teaching and research studies, timely reflection on the means of education, mutual exchanges and sharing, and constantly summarize the experience, the formation of the results of the data.

6. Carry out stage-by-stage analysis, report, and high-quality completion of the interim report on the results of teaching and research.

The third stage: the subject summary stage: (November - December 2012)

1. Collect and organize the process information of the subject research.

2. Carry out the small subject research experience summary exchange meeting, analysis, summarization, summary, as well as reflecting on the subject research process and effect.

3. Write a summary report of the study and apply for the appraisal of the results

Nine, the members of the study and the division of labor

Wang Jun: specifically responsible for the subject of the co-ordination and management of the work

Wang Yan: specific implementation, operation, collaboration research topics

Zhang Aiyuan: specific implementation, operation, collaboration research topics

Shi Jiaojiao: specific implementation, operation, collaboration research topics

The

Sun Hao Li: specific implementation, operation, collaborative research

Zhao Xu: specific implementation, operation, collaborative research

Wang Xue Fei: specific implementation, operation, collaborative research

X, the subject of the safeguards

1. The first week of each month, the group held a regular meeting of the subject research, feedback stage of the research, put forward the monthly work plan; standardize the subject of electronic data, teachers are required to record the experimental process data in a timely and detailed experimental process, including: the subject of the program, a stage summary, the final report, thesis, excellent lesson plans, self-assessment of his assessment record, case evaluation, observation records, educational essays, teaching courseware and other textual and electronic information.

2. Personnel security: our garden subject research by the city, the district research experts training guide. Lianfeng kindergarten has a good atmosphere of scientific research, this topic to participate in the study of the personnel are bachelor's degree, including municipal backbone teachers, have participated in the national, provincial and municipal level research work, all have a strong sense of subject research and a certain ability to education and scientific research, education and teaching experience. Love children, hard thinking, good at cooperation, with a strong sense of responsibility for the work.

3. Material security: Lianfeng Kindergarten is a provincial model kindergarten, rich in educational resources, advanced teaching equipment, the kindergarten for teachers to carry out research provides excellent conditions. The leadership attaches great importance to educational research work, to provide financial security for the subject of research, but also set an example by actively undertaking the subject of the instructor. Therefore, whether it is the guidance, planning, organization, coordination of this topic or access to research materials, research time and research material conditions, will give the strongest guarantee.

Eleven, the expected results in the form of

The expected results of the subject show the form of:

The subject of the research summary report, the stage of the research report, the collection of educational essays, scientific research papers, young children's growth records and so on.