Learning a language well is a good opportunity for children and even parents to learn a language well and lay a good foundation for future reading, speaking, listening and writing. As parents and teachers, they have the ability and obligation to create a good atmosphere and a beautiful language environment for their children to learn a good language by heart.
(A) Language learning is the process of children's active language construction.
The process of children learning various language symbols and their structural organization is incomplete and passive. In the language communication environment, when children need to communicate, they will actively search for words and sentences in their memory and try to express them. In this case, children will feel the urgency of learning new words, and consciously use this exchange opportunity to learn from each other and actively imitate new words and sentences.
For example, when we play with an 8-month-old child and talk to him, he will also make a sigh. This shows that communication between adults and children can promote children's language development. Adults' language can play an exemplary role in children's language learning, so that children can actively learn new words in interaction with others. So as to form the habit of actively learning a language. Therefore, children learn to construct their own language.
(2) Language learning is the process of children's language individualization.
Through children's selectivity and flexibility in the process of imitating language, we can see that children's language learning is a personalized process
Children have a strong ability to imitate and accept, and sometimes they can accurately say the advertising words by watching one or two advertisements. In this regard, children should be allowed to watch more TV, especially some children's programs and cartoons that children like better, so that children can talk together, read together and read together. Adults can also use audio-visual means such as tape recorders and DVD players to let children learn the language, accept the language and take the initiative to talk with others.
(3) Language learning is the process of children's language integration.
When learning a language, children need to understand the meaning of the language, that is, to understand something represented by words and reflect the specific characteristics, meanings and feelings of things. Therefore, children's language learning process is often related to their understanding of things. Therefore, it is necessary to enrich children's lives and let them have something to say.
For example, every emotion and activity in life can be the content of children's experience language, so we should consciously guide them in daily life and encourage them to express in their own language. At the same time, teachers can also use stories, nursery rhymes and other forms to provide opportunities for children to express and communicate and improve their language skills. Looking at pictures can cultivate children's imagination, language organization ability, language expression ability and language fluency, and further integrate children's language.
(D) Language learning is a step-by-step process of children's language accumulation.
It takes a process for children to learn and master a language, from scratch, from never understanding to partial understanding to complete understanding, and every little makes a mickle, and gradually improve. It also shows the age characteristics of children's language development.
At the age of 3-6, the phenomenon of children's inaccurate pronunciation in the semester is becoming less and less. Among them, children aged 3-4 have the strongest ability to accept language and the fastest language development. At this time, it is easier for children to accept Putonghua education and training for 20-year-old children.
Second, summarize the language development characteristics of children aged 3-7
Children aged one to one and a half:
The enthusiasm for imitating the sounds heard has been significantly improved. The characteristics of imitation are: continuous syllables increase, such as baba baba; Similar syllables have also increased, such as Babu; Incomplete imitation of the pronunciation of words, such as hearing "car", children only say "car" or "car"
The characteristics of children's speech at this stage are: replacing things with sounds, mostly word sentences, that is, a sentence has only one word. The meaning expressed by these words is inaccurate, and adults need to rely on situational factors such as gestures, expressions and postures attached to children to determine the meaning of their words.
Children from one and a half to two years old:
I have a good command of lip sounds, but I can't pronounce some sounds at the root and tip of my tongue well, such as saying "brother" (the root of my tongue) as "get"; Z, C, S on the tip of the tongue and zh, ch and sh in the tongue sound of "orange" are called "orange". Say "knowledge" as "basic Tao"; The vocabulary of "tomato" has grown rapidly, from mastering dozens of words to mastering more than 300 words, of which 70% are nouns and other parts of speech account for a small proportion. The understanding of the meaning of words can be divorced from the situation, and words can be accurately associated with objects or actions. If a child is allowed to bring a toy dog, he can pick out the dog from a pile of things and won't mistake fluffy things for dogs again.
At this time, children can express themselves in simple sentences. But each sentence is very short, and most of them are within 5 words. Children around the age of two began to use a small number of complex sentences, most of which were the simplest, with only two short sentences without conjunctions.
Children aged two to three:
With the development of pronunciation organs, children's difficulties in pronunciation are also decreasing. Only sounds that require the participation of the tongue (such as the tip of the tongue, the surface of the tongue, the root of the tongue, etc.). There are still different degrees of difficulties, especially the tip of the tongue. Children can pronounce these complex sounds correctly after they are three years old. This year is a period of rapid growth of children's vocabulary, from mastering 300 words to 1000 words.
The understanding of word meaning is getting closer to the meaning of adult words. The universality of words has been obviously improved, and some words (such as trees and flowers) can be understood as words representing a class of things.
In oral expression, we have begun to communicate with people in relatively complete sentences to express our personal requirements and wishes. Although the number of complex sentences in the sentences they use has obviously increased, they are still simple sentence combinations with conjunctions omitted, and the sentences contain six to seven words.
The oral expression of children of this age belongs to the stage of situational language. When speaking, they often use incoherent short sentences, supplemented by gestures, movements and facial expressions. The form of expression is mainly dialogue, and it is not possible to describe the whole process of one thing independently.
Children aged four to seven
The critical period for the formation of comprehensive language ability: 4-7 years old is the critical period for children to master Chinese grammar, understand abstract vocabulary and form comprehensive language ability.
The goal of language training for children aged 4-7:
(A) the increase in vocabulary.
Children aged 4-7 have a vocabulary of about 800 at the age of 3-4 to about 1000. They have mastered advanced (abstract, generalized) vocabulary that 3-4-year-old children can't master, and at the same time, some vocabulary content they have mastered is also richer. For example, children aged 3-4 can only grasp part of the meanings of some words, but by the age of 4-7, their understanding of these words has deepened. With the increase of vocabulary, the types of vocabulary mastered are also increasing.
(2) The increasing number of subject words. Among the vocabulary mastered by children, there are active vocabulary (words that can be understood and used correctly) and passive vocabulary (words that don't understand the meaning, or words that can't be used correctly although they understand something). Children aged 4-7 have more active vocabulary than children aged 3-4, which is a favorable condition for them to develop their language ability.
(3) The mastery of grammar and the development of expressive ability.
With the communication with adults, children around 3 years old have mastered some basic types of simple sentences and complex sentences that conform to grammatical norms, and can express grammatical relations with some function words. By the age of 5-6, children can actually master and use many standardized grammars, reflecting the simple logical relationship of things in the language. With a certain grammatical foundation, children aged 5-6 have further developed their expressive ability than children aged 3-4, and can express some thoughts and feelings in simple words.
Of course, the above goals are largely achieved through the cultivation of nurseries and kindergartens, but parents are the first kindergarten teachers. If parents can consciously pay attention to training in talking with their children, they will certainly make their children develop their speaking ability well.
Third, the factors affecting children's language learning
(A) social and living environment factors
Wu's article "Investigation and Research on Children's Use of Adjectives" shows us many examples of children's language development affected by different social and living environments. For example, synonymous adjectives such as "skin, naughty, naughty, naughty" have different habits in different places, and children also show great differences when learning these adjectives. Children in Shanghai can use "skin" at the age of three and a half, and "naughty" at the age of five and a half; Children in Sichuan, Shandong, Hunan and Fujian will use the word "naughty" when they are four and a half years old and five and a half years old respectively; Children in Beijing will use the word "naughty" when they are three and a half years old, but by the age of six, less than half of them use other adjectives. In addition, the study found that children's use of "brown" and "brown", "cold", "cool" and "frozen" also reflected the influence of living environment.
Many studies have found that the language development of rural children lags behind that of urban children. Today's children's language development is better than that of the past. The main reason is that the rural environment and educational conditions, especially the early education conditions are not as good as those in cities, thus forming a gap.
(B) the impact of adult language concepts
Whether teachers or parents cultivate children's language, they pay attention to written expression and despise spoken language. As a result, some children are very good at writing, but they are very conservative when talking to people, and their language is not smooth.
In this regard, western countries have done a good job, and they attach great importance to cultivating children's oral ability. For example, Webster, the author of The Great English Dictionary, began to learn English, French, German and Nordic languages when he was born, and he was able to talk fluently in four languages at an early age. The different attitudes of the East and the West towards spoken English lead to great differences in the development of children's spoken English between China and the West.
The influence of attitude towards children
The attitude towards children reflects the social concept of children's education. Different educational views and attitudes towards children will also affect children's language development.
For example, in Huimin area and Hengshui area of Hebei and Shandong in China, there is a habit of sandbag parenting: the newborn baby is fed in sandbags filled with fine sand, diapers are changed with sand, and the soil is changed once a day. Usually, children lie on their backs in sandbags. In addition to feeding, don't hug or take care of him every day, try to reduce any stimulation and sensory training to him, and no one is allowed to play with him. After a while, the child became quiet and honest. The sandbag feeding time can be as long as one year, one and a half years, or even more than two years. Compared with the children who have lived in sandbags for a year or a year and a half, the IQ of children who have lived in sandbags for more than two years is about 20 points lower. There is a child who has lived in sandbags for two years and will be called "mom" at the age of three. You won't be able to walk until you are five. 17 years old, can't tell "how many brothers" from "how many brothers". Language and intelligence are quite backward. The backward custom of sandbag parenting deprives children of opportunities for early social interaction, seriously affects their language learning and language development, and even artificially creates some mentally retarded children.
For another example, in today's cities, most families are only children, and in many cases, parents love their children and want everything. Some mothers even choose to quit their jobs when their children should go to kindergarten, educate their children at home with their own views, instill their own knowledge, arrange everything for their children, and implement "genius education."
This doting behavior and "genius education" make parents constantly ask their children what to do and what not to do. Unconsciously, the child lost the opportunity to contact with the outside world and communicate with others, so he could not actively communicate with others.
Fourthly, the development of children's language learning level.
A good language environment is the key to children's language development.
In the process of children's language learning, parents' care and encouragement are essential. It is necessary to communicate with children more, communicate more and contact more, create a rich language environment for children, and give children various opportunities to contact languages, such as watching TV, listening to the radio, reading books, telling stories, speaking and reading aloud.
A relaxed and harmonious language environment is the basic premise of children's learning and development, and it is the internal motivation and necessary condition to mobilize children to have something to say. It embodies the equality in the relationship between adults and children, reflects the respect of adults for children's personality, and gives children something to say and have something to say. In this regard, adults should start with the things that children are interested in in in their daily lives, support and trigger the wishes expressed by children, and provide opportunities for children to speak freely.
(B) Story games contribute to the development of children's language learning
Story performance game refers to a form of game in which children reproduce the content of literary works by playing roles in literary works and using certain performance methods (language, movements, expressions, etc.). In kindergarten language teaching, story performance games are often used to help children understand and experience the content of the works, but their role in children's language learning and development has not been fully valued.
1. Performing games conforms to the characteristics of children's language learning.
According to Jaegen's constructivism theory, children's language development is constructed through the interaction between themselves and the external environment. Similarly, the development of children's language ability is gradually obtained through the interaction between individuals and various languages and information in the external environment. They learn language creatively and develop their language ability in the interaction between people and the environment. Story performance game is a highly operational activity. In the story performance game, children can see specific story scenes, hear other characters' speeches, operate props, describe the characters' language and experience their emotional psychology. In this process, children's language ability has been developed.
2. Story acting games can help children gain relevant language experience.
Beautiful language, rich images and changeable sentence patterns in literary works are of special significance to children's language learning. In story performance, children should learn all kinds of sentence patterns. Over time, they can naturally gain experience about language forms and master all kinds of sentence patterns imperceptibly. Moreover, the content of story performance games comes from literary works, which are all-inclusive and have knowledge of language, society and cognition. The development of children's language content depends on children's existing cognition and life content. Children can gain extensive experience while performing stories and games, and the experience of other language content will become richer and richer, and naturally more and more topics can be said. In the process of performance, children should also pay attention to listening to others, understand their intentions and consider how to answer them, so as to gradually improve their ability to use appropriate language in different contexts.
Children's language learning is a seemingly simple but difficult subject. Most people hold a positive attitude towards the possibility and necessity of children learning languages in middle schools during the semester, both in theory and in practice. Piaget believes that language is a tool of thinking and serves for thinking; At the same time, language is also a tool to accept knowledge. Without this tool, it is difficult to acquire extensive knowledge. When children learn languages, it is impossible to learn adult languages sentence by sentence. What children say is the same as what adults say in form, but each has its own meaning. We should respect children, stimulate their curiosity and thirst for knowledge, and lay a good foundation for their development. As we all know, the ability of intellectual activity includes observation, memory, thinking and imagination. In real life, they become the comprehensive performance of primary and secondary school students' ability to acquire knowledge effectively, discover new knowledge independently and creatively, and analyze and solve problems. As preschool education, we also divide children's learning ability into observation ability, thinking ability, attention and imagination according to their psychological characteristics and development laws in different periods. So how to cultivate these abilities-that is, children's learning ability? I mainly talk about my feelings from the following aspects.
First, the cultivation of observation ability.
The so-called observation is an active, purposeful, planned and lasting perception of human beings, and it is an advanced form of perception. The development of children's observation plays an important role in mastering knowledge and developing psychology. However, the observation characteristics of children have no purpose from the psychological point of view; Poor order; Meticulousness gradually transitions from rough to comprehensive and meticulous; Poor understanding, low generality, and not good at observing all aspects of the object. In view of this feature, the first thing to do is to help children determine the purpose and task of observation, put forward specific requirements, teach observation methods and give full play to the leading role of teachers. In order to stimulate children's curiosity and attract their attention. For example, observing the teaching picture "Spring is coming", children only see that the spring girl is coming and the river has water. What did teacher Chun bring when the teacher suggested it? Why did the water in the river melt? What happened to the flowers and plants on the ground ... A series of questions can be described as a stone stirring up a thousand waves, and the children suddenly began to cry. Even the quiet children are quietly watching and talking. Some children can even say that spring is the season of cultivation. In this way, the children successfully completed an observation with questions and tasks in excitement, and achieved the purpose of observation. Through this activity, children will learn how to observe when they encounter activities such as' Autumn is coming',' Winter is coming' and' Summer is coming'. Achieved the effect of giving inferences by analogy. Another example is "drawing teacher", the teacher is standing in front of us, but some children ask the question "I can't draw a teacher". Asking such a question is that children really can't draw or that teachers don't teach them to draw? Neither. It is impossible for a professional painter to draw the image of a character. And the teacher didn't ask him to paint like a teacher. It is to draw the main characteristics of the teacher. Is the teacher a man or a woman? Is his head long or round? Is it long hair or short hair? Long face or round face? Big eyes or small eyes? Do you wear glasses ... The teacher asked these questions slowly one by one. For children, these questions also give them the order and main points of observation, and put forward the "main line" of painting teachers. This shows how important the teacher's leading role is to cultivate children's observation ability!
Secondly, it is necessary to strengthen the training of children's speech ability and play the role of various senses. Bandura, a social learning theorist, believes that children's speech is acquired through observation and imitation without reinforcement. Therefore, it is very important to carry out planned speech training for young children. Teachers should not only demonstrate well in language teaching, but also cultivate children's language expression ability and arouse their language enthusiasm. In daily observation, children should also be required to pronounce accurately, use proper words, complete sentences and express clearly and coherently. In this way, what you see with your eyes, hear with your ears, touch with your skin and smell with your sense of smell can be expressed in a complete and beautiful language through brain processing.
Second, the cultivation of thinking ability.
Thinking is the reflection of human brain's indirect generalization of objective things. Thinking enables people to discover, invent, create and make progress, and enables human society to acquire regular knowledge of historical development. The thinking in early childhood is mainly the concrete thinking of images, which can only reflect the intuitive characteristics of things, but is not good at summarizing the essential characteristics of things, with limited concepts and illogical judgment and reasoning. The understanding of things is not profound and belongs to the level of direct understanding. But that's all, and it's priceless. It is helpful for children's current learning and development, and also lays the foundation for future creative activities. Parents and preschool teachers should cultivate and realize it through their children's daily life and various activities in and out of class. Mainly to protect curiosity and stimulate curiosity. Curiosity is a psychological tendency to explore new things and different things, and it is the internal motivation to develop creative thinking. In teaching, we should train and cultivate purposefully. For example, in the puppet performance of the story "Chicken and Duckling", the teacher asked: The chicken can't cross the river, how can we help it? Let the children find a way. At this time, children will think positively and come up with many ways: 1, let the chickens cross the river with the help of things floating on the water; 2. Let the chicken grab the branch and swim over; A bridge should be built for all people to cross. Faced with all kinds of answers, teachers can continue to ask questions: "whose method is novel, but can it be done?" "Who had a good idea, but was it possible then?" "Who has the best idea and why?" In a series of questions and answers, everyone's opinions gradually concentrated, and finally the best plan was selected: the duckling carried the chicken across the river, which was fast and labor-saving. Training children's thinking in this way is both divergent and concentrated, and it also cultivates children's creative spirit and improves the quality of thinking.
Children have just come into contact with society, and the world is fresh, interesting and attractive to them. Curiosity is a feature of children's psychology. They want to see, touch, ask and learn everything. Therefore, it is necessary to answer patiently and enthusiastically, so as to avoid strangling children's precious thirst for knowledge in the bud. Children should be guided to observe and explore. For example, after learning the poem "Winter for Small Animals", children always think of the word "winter" in their minds for a long time, which is easy to continue their interest and curiosity in observing other animals and plants around them. Some children can't help asking, "Teacher, do trees hibernate?" "How far is the south from us? Are swallows not tired of flying? " "How can a bear be afraid of the cold when its hair is so thick?" "Isn't it cold for small fish to get into the soil?" "Why don't mice hibernate like hedgehogs?" As teachers, if we turn a blind eye to children's problems, or even feel troublesome or blamed, it will stifle children's curiosity, that is, their thirst for knowledge. On the contrary, if you seriously answer your child's questions and further explore with your child, you will tell your child that only animals will hibernate because of their different habits, while plants will not hibernate. This supports children's thirst for knowledge and protects children's curiosity, which means affirming children's learning attitude and promoting the development of creative thinking.
In addition to the above methods, it is also necessary to enrich children's perceptual knowledge. Help children to enrich vocabulary, correctly understand and use various concepts and develop language; In teaching, we should also play more games to cultivate children's ability of abstract logical thinking.
Third, cultivate children's attention.
From the definition of attention, it is the direction and concentration of psychological activities on an object. Attention is of great significance to mankind. In real life, people often take appropriate measures to stimulate their attention, in order to improve the role of consciousness and ensure the safety of action. Attention in early childhood is characterized by the high development of children's unintentional attention, the formation and development of intentional attention, and the quality of attention is poor, but it is faster. In view of such characteristics, teachers should first carry out purposeful and planned teaching according to the characteristics and laws of children's development, use rich and flexible teaching methods, enrich children's knowledge and experience, and cultivate children's extensive interest in things. At the same time, clearly put forward the purpose of the activity before the activity, create a good environment to prevent distraction, and remind children to keep interested attention at any time. So as to obtain better teaching effect. For the simplest example, we divide the story "Little Tadpole Looking for Mother" into two forms, one is recording, and the other is puppet show. One of the most important questions is, what is the growth process and appearance characteristics of frogs? After listening to the recorded story, only 60% of the children can tell that the frog grew up from an egg-a tadpole-a frog. Only a few children can describe the whole detailed growth process and appearance characteristics. After watching the puppet show, more than 90% children can tell the frog's growth process in detail step by step. The description of appearance features can almost quote the original words in the story. Why is the enthusiasm and accuracy of answering the same question completely different? This is because the recorded story has no teaching AIDS, no characters and no expressions of characters. In this way, there is a lack of novel, intuitive, bright, changeable and interesting things to mobilize and maintain their attention. More importantly, recording can't remind children at any time. Puppet show just makes up for the defects of recording, fully mobilizes children's enthusiasm, grasps the excitement of children's attention, and also takes care of individual differences and attention distribution, so it has also achieved obvious results in teaching objectives.
This can prove that choosing appropriate teaching methods, grasping children's age characteristics, focusing on children's psychological characteristics and laws in different periods, and carrying out purposeful and planned teaching can effectively cultivate children's learning ability in observation, thinking and attention, so that children can develop good study habits in pre-school stage and prepare for entering primary school.
4. The cultivation of autonomous learning ability.
Autonomous learning refers to the learning activities that learners can carry out on the basis of standardizing their own learning process, including learners' own determination of learning goals, formulation of learning plans and independent evaluation. Children's autonomous learning refers more to the quality of learning, including children's strong interest in learning, good learning attitude and learning methods. Generally speaking, children's autonomous learning is characterized by concentration in activities; Children find problems and ask adults; Children have exploratory behavior, trying to find ways and methods to solve problems by themselves; Discuss, argue, etc with peers.
The ability and habit of autonomous learning are beneficial to a child's life. Because the knowledge update speed in modern society is getting faster and faster, the knowledge learned in children's country and school may have been eliminated when children just step into society. In order to adapt to this modern society, children should learn to learn independently, not the existing knowledge, so that they can constantly update their knowledge in their future work and study and realize their own continuous development. Therefore, parents should pay attention to cultivating their children's autonomous learning ability and habits. To create conditions for children's autonomous learning, we can prepare from the following aspects:
First of all, parents should create a rich family environment and make full use of it, and provide different operational toys (such as building blocks, which can be bought or made by themselves) according to their children's interests and original experience level. Through children's free play with toys, children can find problems, ask questions and try to solve problems themselves, so that children can learn to learn and achieve development. For example, let children know the color, shape, length, height and so on. In the process of playing with building blocks of different sizes; Let children find a variety of ways to play with all kinds of plastic blocks and learn to use one thing for multiple purposes.
Secondly, parents should encourage their children to explore freely and operate freely, and let them choose, participate, explore, decide and express in activities, so as to obtain a pleasant learning experience, instead of asking too much knowledge for their children's exploration and not saying too much about the necessary "no". When children concentrate on playing with building blocks, don't disturb him, don't rush him, don't remind him not to do this or that; When children encounter difficulties in solving problems, they should help him enthusiastically, and it may be better to give him some advice at an appropriate time; When children know something new, don't rush to tell them what it is and why. Try to give them time to find out for themselves ... because for people's lifelong development, learning interest, learning attitude and learning methods are far more important than learning itself, and the acquisition of thinking methods is much more important than the acquisition of knowledge.
In addition, parents should carefully observe their children's activities, pay attention to their behavior in activities, and understand their learning interests and needs: "Does this child still like this kind of toy?" "Do you want to add some new toys to your children?" Parents should also be keenly aware of the difficulties faced by their children by providing some situational language, such as "What can building blocks be used for besides building houses?" Give timely and effective support to children's learning. Because autonomous learning is not for children to learn by themselves, it is very important for parents to guide them in time. suggestion
The development of children's language ability is completed in the process of children's interaction with others and their active use. Therefore, in order to make children become active learners and constructors of language, we should attach importance to language education and create language environment and opportunities for children to communicate and express.
Developing children's language learning is the need of children's own growth and the responsibility and obligation of the whole society. Let's work together to create all opportunities for children to express, communicate and argue freely, satisfy their desire to "speak" and make positive contributions to improving the language expression ability of the whole nation.