? The main goal of kindergarten language teaching is to cultivate children's ability to understand and express language. In the previous kindergarten language activities, teachers could only read aloud vividly on the basis of understanding the connotation of the works, convey the language information to children, or teach with the help of pictures and recordings, but these methods could not express all the contents of the works, which affected children's understanding and experience of the works. Therefore, the traditional teaching mode of teacher-centered, textbook-centered and classroom-centered is questioned and replaced by an open modern teaching mode of children-centered and active learning. Multimedia technology is just suitable for this new teaching mode. It integrates pictures, texts, sounds and images, and has the characteristics of vivid images, strong information stimulation, vast space and time, flexible and simple operation. Through this multimedia means, vivid and vivid dynamic images can be made. Colorful pictures, beautiful music, clear and standard pronunciation and colorful content provide a good audio-visual interactive language environment for children to learn languages, which can not only stimulate children's interest in learning and improve their concentration, but also set off the situational atmosphere expressed in literary works, greatly promoting the optimization of language teaching methods and the improvement of language teaching effect in kindergartens. ?
First, animation stimulates interest and arouses children's interest in learning?
Interest is the guide of curiosity and the foundation and motivation of children's learning activities. Zhu, an ancient educator in China, said long ago, "Teaching people without interest and learning without happiness". Multimedia technology integrates images, sounds and animations, providing various stimuli for children, attracting their attention, arousing their curiosity and stimulating their interest in learning. For example, in the poetry teaching of Raindrops in the middle class, teachers use multimedia teaching methods to enrich the abstract language with vivid images-flowers bloom in the rain, fish play in the water, seedlings grow in the rain, and with beautiful sound effects, the atmosphere of activities is rendered, which provides a good learning environment for children. This colorful animation effect allows children to quickly enter the learning situation, interact with teachers, and generate internal motivation for learning poetry. Statistical results: 80% children have always maintained a strong interest, 95% children have been in the active learning state, and 60% children can speak on their own initiative. Using traditional pictures for teaching, children can only keep short attention. Because although the picture is colorful and dynamic, it is still. Teachers can't present rich images of things, and children can't concentrate. This way is not in line with children's cognitive characteristics, so children are still interested in the initial stage of teaching activities, but after 10 minutes, children begin to be distracted. Some play with things by themselves, some look indifferent, and some start to move their hands. Children who can speak and read poetry will always be a few activists. The teacher manages discipline while teaching children to read nursery rhymes. As a result, teachers are tired of teaching and children are tired of learning. It can be seen that colorful, lively pictures, interesting explanations and pleasant music help children maintain a high learning mood, and the stability of intentional attention brought by this learning mood further increases children's investment in learning, so that children's vision, hearing and brain can be fully mobilized, and they can enjoy listening, speaking and thinking, thus effectively achieving success in learning. ?
Second, vivid image, activate children's creative thinking?
The development of thinking can promote the development of language conception, logic and language expression. Childhood is a critical period for the formation of creative thinking, which is more situational and interesting. Traditional language teaching has some limitations, such as monotonous teaching resources, closed teaching forms and slow teaching process. Teachers can only take their children to read poems word by word, and they are always eager to answer their own questions when looking at pictures. When asking a divergent question, they can't get multiple answers. Children passively accept it, theorize mechanically and imagine blindly. The application of information technology can create vivid animated pictures and real situations, guide children to understand and describe things from all angles, encourage children to conceive different answers, and make children's thinking activities multi-directional, unique and flexible. Children's imagination is like running a horse, which greatly activates children's creative thinking. For example, at the beginning of the story teaching of Little Tadpole Looking for Mother, after showing the courseware of Little Tadpole and introducing it into teaching, the teacher asked such a question: What interesting things will happen when Little Tadpole looks for his mother? Vivid animated pictures bring children into fairy tale situations. Someone said, "Little tadpoles will meet big sharks." Someone said, "Little tadpoles will meet big carp." Someone said, "The duckling will take them to their mother." Children are active in thinking, can come up with a variety of answers, and have a high enthusiasm for answering questions. In the poetry teaching activity "Home", the teacher made a dynamic courseware about the living habits of small animals by using multimedia-birds like to fly around in the Woods, lambs like to eat grass in the grass, butterflies like to fly in the flowers ... In order to expand the content of teaching materials, increase the acquisition of children's information, broaden children's learning horizons and lay a good foundation for children to learn poetry. Teachers use multimedia to express themselves in various forms, such as sound, images and so on. According to the needs of teaching, they freeze the picture in time and set questions, such as: where is the home of the moon, the sun and the stars? Where is the home of the duckling frog? Where is Pony's home? Children expand their imagination in the situational resources provided by information technology, which activates creative thinking and expands the space for children to create. It is interesting for children to create imitation poems. There are only six sentences in the poem "Home", which tells the story of the homes of white clouds, children and four kinds of animals, but the poems copied by children are rich and colorful, such as "the golden beach is the home of shells, the black soil is the home of earthworms, the long train is the home of tourists, and the beautiful camphor tree is our home". In the graphic teaching activity "Little Turtle Opens a Shop", the teacher played the animation of the first half of the story. "Hippo said I could open a balloon shop and blow out the biggest balloon with my big mouth; The elephant said, I can water the flowers with my long nose in the flower shop; Kangaroo said, I open a bookstore and can buy newspapers. The books are packed in a small bag. The picture is fixed here, and the little turtle also wants to open a shop. What store will you open? So the children are scrambling to talk to each other. Some say: "open a takeaway shop", some say: "open a barbecue shop", and some say: "open a clothing store" ... In the extension activities, children imagined and drew many shops for animals according to their own experiences: bakery, bookstore, laundry, toy store, battlefield, real estate company. Vivid animation is like putting wings on a child's mind and flying freely in the sky. ?
Third, the combination of sound and picture can improve children's language expression ability?
"Develop the habit of listening to children and develop their language understanding ability." "Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or development processes, and develop language expression ability and thinking ability" is one of the contents and requirements in the language field in the Guiding Outline of Kindergarten Education (Trial). The process of children's language learning is also the process of developing their understanding ability, and the improvement of children's understanding ability can promote the development of language expression ability. Multimedia courseware is a kind of comprehensive media that combines art, video, music, language and other effects. It breaks through the unidirectionality and single function of traditional teaching AIDS, and combines various functions together, which can vividly show things or phenomena that are difficult to see in daily life, and can also concretize, contextualize and story the abstract and complex contents in literary works, so as to make them more in line with children's learning characteristics and thinking characteristics, and thus better help children understand the works. For example, the growth process of Miao children and the dynamics of fish and flowers in the poem "Light Rain" make children feel really interesting and have something to say. Poetry teaching "If I were a snowflake", this poem is beautiful, concise and dynamic, which not only depicts the scene of snowflakes flying freely, but also metaphors the characteristics that snowflakes will melt into water droplets. The end of the poem is very warm, and the cold snowflake seems to be unusually warm, expressing love and affection. Teachers personify snowflakes through multimedia means-snowflakes fly in the air with smiling faces, snowflakes turn into water droplets to blend into the game of rivers and fish and shrimp, snowflakes float to the square to become snowmen, snowflakes float to mom's face to kiss, and vivid animations tell stories to children. 90% of children can understand and read vividly. In the last scene performance, the children were very involved, just like a snowflake. With the intervention of information technology, the content of the work is presented to children in a clear, complete, vivid and staggered way. Rich imagination and beautiful language help children understand vividly and stimulate their desire to express and express. In the story teaching of Little Tadpole Looking for Mom, the teacher asked, "What will happen if Little Tadpole can't find his mother?" The children in the ordinary class thought for a while before someone answered, "They will go home to find them tomorrow", "They will wait for their mother here" and "They will ask Mother Tortoise to take them to find them." In short, static pictures are easy to make children feel tired, and the lack of vocabulary makes children deviate from the content of the picture to think about the answer. The children in the experimental class used multimedia courseware, and the dynamic picture of tadpole tail swinging in one direction made the children feel real and interesting. Most children can quickly say, "They keep moving forward." Compared with the traditional language teaching method, the accuracy of answering questions has been greatly improved, which really creates an environment for children to want to say, dare to say, have the opportunity to say and have answers, and greatly improves their language expression ability. ?
Fourth, many feelings inspire children's goodwill?
Children's literature works have aesthetic education function in language teaching because of their beautiful ideas, artistic images and language structure. How to make children feel the beauty of image in "seeing", the beauty of phonology in "listening" and the beauty of artistic conception in imagination? It is difficult to achieve the expected effect by relying solely on wall charts in kindergarten teaching. Multimedia of audio-visual education, with its intuitive, vivid, beautiful voice and bright colors, stimulates children's various senses in many directions, and becomes the best educational process and means to realize the aesthetic function of Chinese teaching, which also conforms to children's psychological characteristics. After appreciating the teaching of Mother Tree, the teacher asked the children, "What do you feel?" The children in the ordinary class replied: "I heard the sound of birds" and "I saw the mother of the tree" ... irrelevant answer, the beauty of the work is only spoken by the teacher, and the children feel passively. Children in the experimental class can listen carefully and tell different feelings by repeatedly playing dynamic pictures of sounds, shapes and colors: "I think it's beautiful" and "I think birds and squirrels like Mother Tree, and Mother Tree also likes small animals." And children can recite works in beautiful and friendly voices. In the poem "Home", the process of small animals looking for their homes and the fusion of the corresponding background and animals present a cheerful picture, which makes children really feel the beauty of language and pictures. From the happy expressions and bright smiles of the children, we feel that the children have entered the situation and are sharing their happiness. If I were a snowflake, prose poems in the big class would be appreciated. In ordinary classes, the whole class is boring, and children's interest in learning and observing is not high, so they can't deeply understand prose and integrate the emotion of prose. However, in the experimental class, after using multimedia technology, the teacher turned the static and flat picture into a dynamic and vivid scene, with background music playing gently and snowflakes falling gently from the sky. Float to the square, make a snowman and watch you laugh; Fall on the mother's face, kiss her, and then melt happily ... These vivid and beautiful pictures are accompanied by beautiful music poems, which immediately present the overall artistic conception of the poems to the children and give them a very beautiful vision and enjoyment. The children exclaimed boiling, constantly marveling at the beauty of the picture, and could not help but enter the best learning state. This beautiful picture is deeply imprinted on the children's minds. In order to let children better understand the content of poetry and feel the beautiful artistic conception of poetry, the teacher will show and freeze the pictures, and the children will describe everything they see with beautiful words. Children understand under the influence of beauty and learn to remember on the basis of understanding. In the process of learning and remembering, they express their feelings and feelings about the beautiful artistic conception of poetry by words and actions. This teaching effect is incomparable with other teaching methods. ?
The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Practice has proved that the use of multimedia courseware in teaching is very effective for the development of children's language ability. Therefore, we will continue to carry out multimedia teaching in kindergartens, use information technology to broaden children's perception channels, mobilize children's enthusiasm for learning languages, and develop children's language expression ability. At the same time, we should use modern educational technology, develop multimedia software, innovate teaching methods, further optimize the activity structure, promote the wide application of information technology in various fields of kindergartens, and gradually realize the transformation of teaching content, children's learning methods, teachers' teaching methods and teacher-student interaction methods.