Present situation and suggestions of language teaching in kindergartens

Children's language education is an art. In the process of cultivating children's language ability, we should not only understand the characteristics of each child's language expression, but also cultivate and train children's language expression ability purposefully and planned to promote children's language thinking.

Current situation and suggestions of language teaching in kindergartens 1 1. Analysis of the current situation of children's language teaching

(A) children's language foundation is weak, divorced from real life

Because children have little life experience and relatively weak language foundation, they often encounter various difficulties in learning a language, which leads to the loss of interest in language learning. Children's language vocabulary can't grow rapidly overnight. Some children want to express one thing, but they can't say it clearly. At the same time, there is not enough communication and interaction between kindergarten teachers and children, which does not provide children with broad opportunities for language exercise and makes children feel confused about language. There are also some kindergarten teachers who are divorced from daily life and do not choose Chinese textbooks from the life that children are most familiar with. For example, if the weather changes and it's going to rain, the kindergarten teacher will say to the children, "Look, children, there are dark clouds in the sky. It's going to rain soon, and we are entering the classroom. " Teachers rarely let children talk about the difference between dark clouds and white clouds and their feelings about rainy days, ignoring the truth that "education comes from life"

(B) Teachers ignore the guidance of children's language skills

Many preschool teachers lack systematicness and effectiveness in language teaching, and often speak wherever they think, which is not conducive to children's growth. In order to cater to parents' wishes, teachers focus on teaching children literacy in class, paying insufficient attention to language teaching and neglecting the guidance of children's language skills, which leads children to take a detour on the road of language learning. In language teaching, kindergarten teachers only let children have simple dialogues and imitations, but do not really cultivate children's language literacy, so that children's language talent can not be effectively developed. There are also some kindergarten teachers who teach Chinese in isolation, without organically combining Chinese teaching with other teaching, and the comprehensive and unified characteristics of Chinese itself cannot be effectively improved. If children want to make progress in language learning, it is impossible to achieve it only by language activities. It is necessary to strengthen the guidance of language skills and let children master correct learning strategies.

(3) The language teaching method is single and the teaching concept is conservative.

In daily teaching, some children's Chinese teachers are single in teaching methods, lacking in innovative spirit and exploration consciousness, with outdated teaching concepts, unable to actively create efficient Chinese teaching situations and fully mobilize children's enthusiasm for learning Chinese. Some preschool teachers just want to complete the teaching task, and the language teaching content is not reasonably adjusted and selected according to the actual situation of children, which misleads children's language learning. At the same time, some preschool teachers ignore the creation of children's learning language environment and often use nonstandard language or behavior in the teaching process, which has an impact on children. Many kindergartens do not provide relevant books or language materials according to children's cognitive laws and growth, and think that parents will buy language materials for children, which is not conducive to children's language development. Therefore, preschool teachers need to constantly try and explore and choose teaching strategies that are beneficial to children's language learning.

Second, effective suggestions to improve the status quo of children's Chinese teaching

(A) innovative language teaching methods for children, and actively broaden their horizons.

Kindergarten language teaching activities are an important means to cultivate children's language ability, which can help children improve their cultural taste and cultivate noble sentiments. Kindergarten teachers must innovate language teaching methods in daily teaching, implement kindergarten language education scientifically and orderly on the basis of promoting children's cognitive, emotional, personality and physical development, and actively expand children's horizons. Teachers should combine teaching content with children's daily life, so that children can grow up in a happy environment and enhance their social adaptability. Children can be guided to observe wind, rain, flowers, rainbows and other things, so as to experience emotional changes. I encourage children to express their unique feelings and share them with them. Only when children have experienced different exercises can they accumulate language materials and improve their language ability. I will also explain some phenomena in my life to my children, enrich their knowledge and give them more exercise opportunities.

(B) improve the guidance of language skills, highlighting children's subjectivity.

Childhood is the most sensitive period for children to learn language, and it is also the most potential period for children. Preschool teachers must improve the guidance of language skills, help children to establish correct language learning habits, attach importance to children's dominant position in teaching, and give children room to display their talents.

For example, when learning the song "Where is Spring?", kindergarten teachers can let children talk about their feelings about spring first, which can not only promote their language communication ability, but also cultivate their emotions. The lyrics say, "Where is spring? Spring is in the green forest, where there are red flowers, green grass and singing orioles. " I let the children play the roles of red flowers, green grass, oriole and so on, and guide them to sing and dance to the music, so that the children know that these are concrete things in daily life. This teaching method can help children accumulate more vocabulary, give full play to their subjective initiative and become real masters in the classroom.

(C) the use of information technology to assist teaching, to stimulate children's interest in learning

The rapid development of information technology has brought new opportunities to children's language teaching. Kindergarten teachers can use multimedia to play animations and videos for children, and can also download rich language learning resources for children through the Internet. Teachers can use information technology to assist language teaching and stimulate children's interest in language learning.

For example, when talking about my favorite cartoons, I first play their favorite cartoons to children with multimedia, so that they can talk to each other freely: Do you like watching cartoons? What cartoons have you seen? Then let the children communicate in groups: tell the cartoons they have seen. Finally, let's have a group discussion: which animation is most popular with children? What is the most popular role for children?

Third, the conclusion

To sum up, the improvement of children's Chinese teaching efficiency will not happen overnight. Kindergarten teachers should grasp the learning situation in daily teaching, tap the potential of children, adopt various teaching methods to enrich children's language learning environment, and let children learn languages and master language skills in a relaxed and happy environment. As a preschool teacher, we should constantly learn cutting-edge teaching concepts, communicate with children more, organize bilateral interaction activities between teachers and students, change the disadvantages of traditional preschool language teaching, promote children's initiative and enthusiasm, and improve their language expression ability.

The present situation and suggestions of language teaching in kindergartens. The goal of language education activities is unclear.

Language education activities are not targeted, sometimes there is no clear goal, or there is a goal but the goal is empty, so it is impossible to carry out comprehensive language education for children in a targeted and specific way.

Second, the content design and organization of Chinese education activities are not in place.

First of all, teachers can't introduce and design activities properly, which is not conducive to stimulating children's interest in actively participating in activities; Then, teachers interfere too much in the process of activities, giving children few opportunities to show themselves, ignoring the development of children's subjective initiative; Finally, we can't reasonably arrange the focus of activities, and avoid the heavy ones.

Third, the characteristics of Chinese teaching are not outstanding.

The outstanding problems in story teaching are that the training of children's language expression ability is neglected, and the cultivation of listening habits is abandoned, leaving only the teacher's indoctrination and preaching; Beauty in literary works is either ignored or "injected" rigidly.

Fourth, teachers have problems in language use.

At present, teachers' problems in language use are mainly manifested in repetition, dullness and dull tone, which is not conducive to cultivating children's good language ability.

At present, there are many problems in kindergarten Chinese teaching, which are mainly caused by teachers' own quality and attitude, parents' backward educational concept and kindergarten teaching management system:

Five, the quality and attitude of teachers themselves

No matter from the unclear goal of kindergarten Chinese teaching activities, improper content design and organization, or from the lack of outstanding Chinese subject characteristics or problems in teachers' language, the reasons for these problems mainly include the following aspects:

1, teachers' educational concept is outdated and professional.

At present, many preschool teachers' original theories and skills can't keep up with the pace of today's education development. Some teachers are not from preschool education classes, have not undergone professional study in scientific and systematic Chinese education activities, and have not promoted the actual Chinese teaching work. Teachers can understand new educational ideas, but they only show them for good public observation activities of language education. In the actual teaching process, the traditional collective language teaching mode is to lead children to complete the original language teaching plans and textbooks. There are still many teachers who make language education in kindergartens elementary, ignoring the laws of children's physical and mental development.

2. Teachers' attitude is not correct.

In the eyes of some teachers, Chinese education in kindergartens is nothing more than taking children to read texts and recognize words, so they are lazy in Chinese teaching activities, lack enthusiasm for the organization of teaching activities, and hold an attitude of muddling along. This working attitude directly affects the language teaching level of preschool teachers.

Sixth, the influence of parents' utilitarian education concept on kindergarten language teaching.

It is the general goal of preschool education to follow the law of children's physical and mental development, adhere to scientific teaching methods and ensure children's happy and healthy growth. In order to cater to parents, kindergarten teachers should not spend more time leading their children to learn primary school knowledge and lay the foundation for their children to go to primary school, thus ignoring the importance of their good habits and healthy physical and mental development. Therefore, parents' backward ideas are also one of the important reasons for the problems in kindergarten language teaching.

Seven, kindergarten teaching management analysis.

Kindergarten teaching management is the core content of kindergarten management and an important measure to improve the quality of teaching guarantee and promote the harmonious development of children's body and mind. The backwardness of kindergarten teaching management mechanism is also one of the main reasons for the problems in kindergarten language teaching, mainly in the following two aspects:

1, the training mechanism of kindergarten teachers is relatively backward.

In recent years, kindergartens have paid more and more attention to teacher training and invested a lot of money to send outstanding teachers to other places to learn successful teaching achievements and advanced educational concepts. However, this kind of study is limited to the frequent going out of excellent young kindergarten teachers, which leads to the frequent going out of some teachers, which leads to repeated learning content and waste of resources. On the other hand, some teachers' work enthusiasm is getting lower and lower, forming a vicious circle, which is not conducive to generally improving the professional quality and teaching level of kindergarten teachers, and will directly affect the overall Chinese teaching level of kindergarten teachers. Improve.

2. The goal and content of kindergarten language teaching are unreasonable.

Some kindergartens set up language teaching content, allowing teachers to choose language teaching content freely, which is unreasonable. Many of these reasons are attributed to the teaching management of kindergartens.

The above three aspects are the reasons for the problems in kindergarten language teaching, which seriously affect the quality of kindergarten language teaching activities, children's language ability and even the healthy development of body and mind. To solve these problems, we should consider the following aspects:

Eight. Advice to teachers

Teachers should strive to improve their professional quality and teaching level and constantly explore new teaching methods; It is necessary to clarify the main significance and purpose of Chinese education; Language teaching activities should be designed and organized in accordance with the requirements of the Guiding Outline for Kindergarten Education and the Guide for Learning and Development of Children Aged 3-6 and the laws of children's physical and mental development. It is necessary to infiltrate the cultivation of children's language ability into various activities and environments.

Nine. Suggestions on kindergarten teaching management system

First of all, parents' schools should be set up to change parents' outdated educational concepts; Secondly, we should increase investment, organize teachers to go out to observe and study, and improve teachers' teaching level; Finally, actively carry out teaching and research activities, exchange teaching experience and improve teachers' overall teaching level and skills.

With the development and progress of society, more and more people begin to pay attention to preschool education. Kindergarten language education is an important part of preschool education, and it is also an important factor affecting the development of preschool children's language ability. Therefore, it is very important for the development of kindergarten language education and even preschool education to create a good environment for language teaching activities and improve the language teaching ability and skills of kindergarten teachers. I hope this paper has some reference value to solve the common problems in kindergarten language teaching activities.