Skills of children's language teaching 1 1. Characteristics of children's language teaching
1. The purposefulness, planning and randomness of kindergarten language teaching activities are conducive to promoting the all-round development of children's language ability.
The goal of each language teaching activity or each stage is put forward according to the age stage goal of children's language teaching. Among them, there are not only the ability to use language in listening and expression, but also the level goal to appreciate literary works and early reading.
Therefore, children's language ability can be fully developed through purposeful language teaching activities. Children's language teaching activity is also a planned activity. According to the goal of children's language teaching, the actual situation and development trend of children's language development, it arranges specific teaching activities in a planned way, trains children's language ability step by step and orderly, or takes providing language knowledge as the learning object, thus ensuring the full implementation of children's language teaching goal.
At the same time, children's language teaching is also a manifestation of random teaching. In our daily life, unexpected things will happen at any time. In this random teaching process, the teacher invisibly taught the children to speak.
2. In the process of integrated teaching, teachers guide children to actively participate and gain rich language experience.
Kindergarten language teaching activities are the process of children's active learning in language environment or language information. Teachers regard children's language learning process as an integrated process, which is closely combined with teaching activities in other fields of kindergartens, guiding children to actively participate, thus gaining a lot of rich language experience. Children's language development is achieved through language experience gained in daily language communication and organized language teaching activities.
3. Kindergarten language teaching is a special language learning process.
Language is a complex symbol system with its own structural elements and rules. In addition to unconsciously acquiring relevant knowledge through activities and communication, children also need to have specially organized language learning activities, so that children have the opportunity to concentrate on learning language knowledge and develop their language ability.
For example, get a preliminary understanding of the genre and composition factors of children's literature works, and summarize the central idea of each work; Use words, sentences and grammar correctly; Training of conversational and coherent speaking ability; The cultivation of creative oral ability needs to be organized under the guidance of teachers. In addition, organized teaching activities can also allow children to exchange their language experience and exercise their courage and confidence in speaking in front of many peers or adults. The mutual infection of happy emotions in activities also helps to improve children's interest and sensitivity in learning languages.
Second, children's language teaching follows five principles.
1, relaxed and happy principle.
To implement this principle, we should at least teach it naturally. It can naturally penetrate into all aspects of children's daily life, such as asking children to name food when eating; In the game, there is no need to show the name and main keywords of the game in a formal classroom teaching mode like primary school students. Secondly, we should praise and encourage more. Any stimulus or activity that can make children happy can be used as a reinforcement for children to successfully understand a new word.
2. The principle of fun.
Interest is the best teacher, especially suitable for children. How to make language teaching an activity that children are interested in? First of all, we should adopt the method of game. It is children's nature to like games, which is the most direct and effective measure to implement this principle. Secondly, he is good at catching and observing things that children are interested in, and closely connects the teaching content with it. If children like watching cartoons, they can show them the characters and plots of cartoons at an appropriate time. Thirdly, we should choose interesting language books for children to read.
3. The principle of intuition.
Because children think with specific actions and images in their early years, language teaching activities must combine specific things, actions, images, scenes and so on. For example, know the word "run" with the action of running and the word "money" with coins. For slightly abstract adjectives, you can use pictures or stories to learn, such as knowing the word "brave", showing pictures of brave people or telling a related story to help children understand and remember.
4. Principles of activities.
Children like all kinds of autonomous activities, such as exploration activities, operation activities, physical activities and various game activities. Therefore, only by integrating language teaching into children's above activities can we achieve the best results.
5, close to the principle of children's life.
This principle is mainly aimed at the teaching content. Because the experiment found that the more familiar children are with people, things, things, time, space and other words, the more children like to know, and the easier it is to know. Therefore, the principle of being close to children's life is to teach languages closely related to children's life.
Third, children's language teaching strategies
1, strengthen self-cultivation and set an example.
Italian aesthetician Croce believes that language itself is art, and teachers are language workers who deal with this art every day. Suhomlinski said: "Teachers' language literacy largely determines the efficiency of students' mental work in class." Teachers' language is not only the carrier of accurate information transmission, but also the normal teacher for children to learn language. Therefore, in language teaching, teachers should strengthen language cultivation and improve the demonstration and artistry of language. The teacher plays a symphony in language in class, which reverberates in the minds of the children he knows, receiving the best effect and "sticking" the students with language. Let children feel the charm of language in words and deeds and form their own language ability in a subtle way. For example, when telling stories and pictures, teachers should pay attention to the tone of different roles, with high and low tones, supplemented by certain gestures to help children improve their ability to understand and use language.
2. Pay attention to practice and practice more.
"Language ability is developed in the process of application." "Children's language use is realized in actual language communication." Therefore, we should arrange a lot of time in teaching, create communication situations that can help children operate and use multilingual communication behaviors, and let every child participate in them and experience them repeatedly in dynamic communication practice, so as to improve the agility, logic and profundity of thinking and the standardization and order of language expression, acquire real knowledge and enhance.
On the one hand, in special language teaching activities, let children learn and practice how to communicate with people in different language situations, for example, in dialogues and games, let children learn how to listen to other people's languages, how to talk with people with appropriate content and language forms, and how to use agile language with the situation and requirements of games; In telling activities, let children learn how to speak their thoughts and feelings boldly and clearly in front of the group. On the other hand, children's language communication in daily life is enriched through activity extension and activity suggestion, so that children have more opportunities to communicate with all kinds of people in real and rich language situations, so as to practice and expand their language experience.
Skills of children's language teaching 2 The language goal of kindergarten education is the specific direction of children's language education and the level and standard that children's language development should reach. Adopt appropriate educational methods and organize educational activities, grasp the direction of the whole activity and children's development, and gradually turn the goal into children's behavior and ability. The language education activities in kindergartens are to educate children in a purposeful, planned and organized way, to help them gain language experiences such as listening, speaking, appreciating and reading, and to promote their ability to use language. So that their cognition, emotion and behavior can be developed.
First, cultivate children's oral expression ability and build a good dialogue platform.
Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, experience the fun of language communication, and learn to use appropriate and polite language communication.
1. Teachers should purposefully enrich the content of children's life, guide children to observe and think carefully through their contact with society and nature, let children say what they have seen and heard, and encourage children to express their thoughts and feelings boldly and clearly.
Teachers and children should talk on an equal footing, so that children can feel the equality and goodwill between teachers and students. In children's life and study activities, you should patiently guide and help, talk to your child in a consultative tone, and let him "speak" his own views. In this equal dialogue, teachers and children interact, communicate gradually, and be harmonious and happy, so that children's oral expression can be developed, their emotions can be stimulated and their wisdom can be improved.
We should be equal "dialogue" partners with children, and communication between children is the main content. Encourage children to talk on an equal footing, form the interaction between life and life, and make every child like to talk in a pleasant and relaxed atmosphere. This is a good interpersonal resource.
Second, teaching methods
"Observation" opens children's eyes and promotes the accumulation of children's language. Illustration is an important form in kindergarten language teaching activities, and it is the training of meaning in language expression, mainly to train the thinking ability and imagination ability that must be possessed in language expression. Picture narration is to show the teaching content to children intuitively in the form of pictures, and then ask children to express it in monologue language according to this picture material.
Children's language teaching skills. The language is accurate and decent, full of expectations.
The most basic principle for teachers to evaluate children is to require teachers' evaluation language to be accurate and appropriate. As an old proverb goes, "Be loyal to your teacher." As long as teachers have positive and appropriate expectations for children, everyone thinks that children can do better than before.
Therefore, we should make different evaluations according to different people. In this way, remind or correct the child. After asking questions, when we find that the child is not enthusiastic, we might as well say, "Don't be afraid, speak up and let the teacher share your thoughts with the child." "Speak your mind. It doesn't matter if you are wrong. Come, give it a try! " When the child answers the question correctly, we can say, "You have thought the question completely!" " "What a unique idea you have! Can you say it again and let us have a good experience? " "Your performance is excellent, and the teacher especially appreciates you!" "You speak so well, give him a round of applause."
Classroom evaluation requires teachers to listen patiently to children's speeches, appreciate their advantages in time according to their answers, encourage their shortcomings, and be full of expectations.
Second, pay attention to personality differences and innovate evaluation.
Every child has different characteristics. Children will be influenced by many factors in the process of learning and growing up, and they will also have different personality characteristics and different knowledge structures. Therefore, we teachers need to start from the differences of children, innovate the evaluation language, and evaluate children with different personalities in a variety of languages, so that children can feel the respect and attention of teachers from the language.
Preschool teachers should have a variety of evaluation languages, and teachers should choose different evaluation languages according to different teaching situations, so that children can feel the attention of teachers through their own evaluation. Teachers should improve their own quality, face up to the influence of evaluation on children and avoid using some simple and unified words, such as "good" and "continue to work hard" to evaluate children. Teachers should turn evaluative language into a surprise that children expect, and let students feel the charm of learning through artistic words.
Third, clever use of wit, deadpan.
Teachers' teaching languages can be diversified. If we can organically combine vocal language and body language, skillfully combine preset language and random language, respond flexibly according to children's feedback information or emergencies, and evaluate uniquely and innovatively, the classroom will naturally be full of vitality. In class, we might as well give a thumbs up, clap our hands, or shake hands with students to congratulate them on their wonderful answers.
Once, I listened to a teacher giving a class to a student. A student answered a wonderful question, and at this moment, the picture of the bird posted on the blackboard just fell down. The teacher took the opportunity to make use of the topic: "How well you speak! You see, even the birds have come to congratulate you, so the teacher will give it to you! " After that, he handed the bird map to the child. This special award was given to this child, which aroused the envy of all children and made the classroom atmosphere more active. Everyone scrambled to speak, hoping to get the teacher's clever reward, and unconsciously formed another teaching climax.
Fourth, it is out of proportion to fabricate beautiful lies.
Psychological research shows that if children can get unexpected praise, they can enhance their self-confidence and make continuous progress. Therefore, we can tell a beautiful lie knowingly, so that children can experience the pleasure of success in the "illusory" realm designed by teachers, thus encouraging themselves to make progress. Sometimes, for those children who never raise their hands to speak, I will specially invite them to speak in public. After a long time, I will take the opportunity to praise him: "This semester, you have spoken more and more generously, and you are more and more fond of thinking." He listened and looked at me in surprise with tears in his eyes. I took the lead and the whole class applauded him warmly. Every child is the subject of gradual growth, even a little progress is not easy, and it is worthy of surprise for him. When the child's performance is still the same, we might as well praise him with beautiful lies in time with expectation, make him "happy in advance", and then let him move from happiness to success along the happy road.
Five, clever use of body language, add elegance.
If evaluation language is regarded as a kind of information and an object that children should perceive, teachers should also pay attention to giving full play to the perceptual role of body language. Through their own classroom evaluation language such as posture, gestures, expressions and eyes, we can broaden the channels of information transmission between teachers and students and stimulate children's vision and hearing in many ways. At this time, the teacher's posture, gestures, facial expressions and characteristics can go beyond the evaluation language and convey information that cannot be replaced by many evaluation languages, thus supplementing, enriching and strengthening the teacher's evaluation language, enhancing the expressive force and appeal of the teacher's evaluation language and helping children deeply perceive the evaluation language. Therefore, while using visual language, teachers should be good at using appropriate gestures, rich expressions and elegant actions to assist evaluation, enhance the auditory perception of evaluation language, enhance the emotional communication between teachers and students, and show the classroom style.
In a word, language is an important carrier of classroom teaching information exchange, and it is the key to complete teaching tasks, educate people and promote the development of teachers and students. Therefore, preschool teachers should constantly explore, summarize and improve their own classroom teaching evaluation language in teaching practice, so as to achieve the dialectical unity of scientific and artistic evaluation language. They should not only master the artistry of evaluating language in pre-school class, but also master the artistry of language in extracurricular communication with pre-school students, so that artistic language can be "stuck" on students and students can be edified, inspired and encouraged in a subtle way.
With the deepening of curriculum reform, classroom teaching should be "vivid" and "dynamic", and the traditional classroom order and management should also inject new connotations and forms. Teachers should pay special attention to classroom teaching strategies. In order to improve my teaching level, I have carefully studied the book "Classroom Teaching Skills", which is very enlightening.
The author Kenneth D.Moore is the director of the School of Education and Technology of Oriental University in New Mexico, USA, and the chairman of the Oklahoma Teacher Education Association. For 25 years, he has devoted himself to educational reform and correctness evaluation. He published a large number of scientific and educational papers based on his practical experience and research results. He is a pioneer in American school education reform and teacher education. I have read some articles about classroom teaching before, which are often very general and empty, but this book shows the process of the author transforming teaching ideas into practical skills in the classroom.
He divided classroom teaching skills into pre-teaching skills, teaching skills and post-teaching skills. According to this structure, it is divided into four parts: planned teaching, teaching implementation, teaching evaluation and teaching tools. The first part focuses on preparing lessons before teaching, and introduces in detail how to understand the teaching process, how to make teaching plans according to students' differences, how to create a supportive classroom atmosphere and how to write teaching objectives. He divided the course into explicit courses, implicit courses, comprehensive courses, extracurricular activities and other parts, and explained it in great detail, in which he introduced general teaching strategies and enumerated special teaching strategies used in detailed special cases, covering almost all teaching strategies used in classroom types, which benefited me a lot. The second part focuses on the skills in the teaching implementation process. Emphasize the skills of communication between teachers and students, strengthening and consolidating, classroom questioning and classroom management. The third part focuses on the skills of teaching evaluation, helping teachers to evaluate the learning effect effectively through systematic observation. The fourth part combs the skills of using teaching tools, and analyzes the teaching media tools that teachers should master and their practical application in the classroom.
By reading the book "Classroom Teaching Skills", I talk about my experience from the following aspects.
First, keep learning advanced educational concepts, hone solid professional skills and cover a wide range of knowledge.
This requires: first of all, we should be familiar with the professional knowledge of the subjects we teach, so as to be comfortable. At the same time, in the main position of education, we are not only the transmitter of knowledge, but also the guide of morality, the enlightener of thought, the pioneer of spiritual world, and the shaper of emotion, will and belief. Therefore, it is necessary to have advanced educational concepts and means. While imparting knowledge, we should also be good at grasping students' hearts and guiding them on the right path.
Second, insist on individualized and creative lesson preparation.
Preparing lessons is a teacher's basic professional accomplishment, creative work and a prelude to classroom teaching. Good lesson preparation lies not in how long and detailed the lesson plan you have written, but in how deeply you think about this lesson. Preparing lessons includes: preparing by yourself-designing a plan suitable for your teaching style; Prepare students-study the group characteristics and individual differences of students, and teach students in accordance with their aptitude; Prepare teaching materials-design teaching objectives, teaching ability and teaching process according to the content of teaching materials; Preparation of teaching methods-there are methods in teaching, but there is no fixed method in teaching. It is very important to find the right method. On the basis of fully grasping the students' situation and analyzing the contents of the textbook, choose the teaching method suitable for this course. The design method of personalized lesson preparation in the real sense can be described as endless changes, but as long as we are willing to use our brains, think more and study more, we can get rid of the shackles of textbooks and be free from the influence of teachers, so as to prepare lessons creatively.
Third, there should be a young teaching mentality and burning passion in the classroom to create a pleasant classroom atmosphere.
An education expert made a questionnaire survey in a middle school. One of the questions is: What do you want to say to the teacher most? Surprisingly, the answers of most students in the class are very similar: I hope the teacher will not speak with a straight face and don't repeat. Two common words hit the key point of classroom teaching. If teachers keep teaching boring knowledge points and boring truths with a straight face in class, such a gloomy, monotonous and boring atmosphere will reduce students' learning efficiency and make them feel tired of learning. How can we make students willing to learn and how can we make them feel happy when learning a subject? First of all, teachers should have a loving attitude towards subjects, which will be passed on to students. Teachers' passion in the classroom can not only stimulate students' enthusiasm for learning, but also make students realize their love for the subjects, education and students from teachers' passionate words. Immersed in this atmosphere, students can also have the passion to learn. Our students hope that their teacher is not only an elder, but also a wise man, with a broad vision and a young mind, full of passion and charming youthful vitality in class, so that teachers and students can live together in harmony and intimacy.
Fourth, deal with teaching plans flexibly.
Teachers should change their teaching plans from time to time according to the situation in the classroom. Because students' thinking is something we can't fully predict in advance. We thought students would think in this direction, but they thought in another direction. At this time, there is no point in giving lectures as planned. To guide students to think, we should not just copy the teaching plan. The teacher can only follow the students and keep telling them how to go in the right direction. It doesn't matter if his path deviates from the established track, as long as he can achieve the teaching purpose through the timely guidance of the teacher. Only by letting students form the habit of running freely in the world of thinking can they develop and cultivate their innovative thinking ability. A really good class is a class that is eclectic, natural and natural.
Fifth, solve the temporary situation tactfully.
Accidents may happen at any time in daily classroom teaching, such as students' violation of classroom discipline, such as the interference of external environment to the classroom and so on. The handling of temporary accidents can truly reflect teachers' classroom control ability and flexible problem-solving ability. Sometimes some accidents in class, if handled in class, will not only affect the class time, but also may not find out the truth; If ignored, it will damage the prestige of teachers and even further develop the situation. In this case, teachers can use humorous language to resolve it. When an accident with little impact occurs, teachers should not interrupt teaching activities, but quietly remind the parties in an implicit and concise way to eliminate the unfavorable factors affecting teaching and make teaching activities proceed as planned. Of course, the teacher's tolerant attitude is neither weakness nor unprincipled accommodation, nor is it the default of students' bad behavior. Tolerance can promote students' self-education, make students reflect from the depths of their hearts, make students realize the love and good intentions of teachers, and thus receive good educational results. In order to achieve this goal, I put forward three requirements for myself in combination with this book:
First, be fully prepared before class.
First of all, we should have a comprehensive and thorough understanding of the curriculum standards and teaching materials, but also understand and analyze the students we teach, prepare sufficient teaching resources, have an optimized teaching design, and finally adjust our physical and mental state.
Second, flexible and effective grasp of classroom organization
This requires constantly improving the ability of teaching organization, and accumulating and enriching the experience and skill level of organizing teaching by consulting other excellent teachers with an open mind and reading educational books.
Third, cultivate students' good study habits.
As the saying goes, "It's never too old to learn". A good study habit can be said to benefit people for life. Therefore, in the usual teaching process, it is especially necessary to cultivate students' habit of listening carefully, thinking diligently, observing carefully and often carrying out cooperative learning.
Classroom teaching skills tell us many ways to deal with details. I will often review, apply and recall all the skills I have learned in my future teaching career and grasp every lesson in my teaching career! Classroom teaching is not only a science, but also an art. How to improve our classroom teaching is not clear in a few words, but needs to be improved in long-term teaching practice. An educator once said, "Every excellent teacher is an artist. He is engaged in teaching just like a pianist. He gently touches the strings of human thoughts and feelings, stimulates them, comforts them, inspires them and encourages them. "