In these teaching strategies, it is very important to use continuous hints, and the degree of hints can be gradual. The elimination method is that the teacher provides a complete model "I want a truck". After several demonstrations, the teacher gradually lowered the volume until it finally became a whisper. Another elimination method is to use the reduction of sentence vocabulary. The original complete sentence "I want a truck" suggests that the next exercise is "I want a truck" and the next exercise is not "I want it". Finally, there is no hint at all. These methods are related to children's social experience. Another learning mode that teachers can use is the delay method, which is applied to the structure of daily life. There is a certain order and law in daily life. Teachers can break children's rules or rest time, while teachers create gaps to let children have new ways of communication. This kind of training means that the teacher stops this action and waits for the child's response. The teacher prompts them with what they can see and looks at the children. When the child responds to the behavior at an appropriate time, the teacher gives positive reinforcement to make the child familiar with his behavior and continue. If the child does not respond, the teacher will give positive reinforcement. The routine work in the classroom is very important, which can provide a familiar, personalized, extensible and developed framework. The mode of daily work must make children and groups meaningful, and establish familiar actions, language expressions, familiar words and expectations until what to do next. In class, teachers do unexpected actions to change or break the daily routine, which can make children talk about other things that have happened and repair the original order. The result is also an important part.
Teaching structure
1. The teacher carefully adjusts the input in the language mode to increase the possibility of children communicating with each other.
2. Sometimes, the teacher needs to adjust her language to provide hints at different levels: including the length and complexity of words, the use of gestures and visual clues, and physical and oral guidance.
3. Like the process of communication, the interaction between teachers and students must be carefully guided to the language understanding ability of children who are learning to communicate.
4. Interactive content should be based on children's activities in class. The content provided by the teacher should have a clear relationship with what the child does or says in the activity.
The topic of conversation should be related to the daily activities in class.
Extended language use function:
Teachers also use the skills of expansion, extension, guidance, imitation and comment to make specific semantic functions easy to develop.
1. expansion: the teacher fills in the omitted words in the children's language according to the grammatical point of view; Teachers pay attention to the semantic or structural problems in children's language and install hearing AIDS to further provide appropriate language auditory feedback for children.
2. Extension: Teachers provide new information according to children's language content.
3. Guidance: (1) Teachers try to generate and obtain more information from children's life or activities.
(2) Another way to guide is to ask questions. This technique can be used successfully when you don't take the initiative to speak or happen to be related to the topic.
4. Imitation: The purpose is to combine language with non-language (what she says is consistent with what she does, but what she does is.
5. Comment: It mainly means that when the routine in class is destroyed, children learn to make demands or criticisms on their own initiative. In addition, teachers should pay attention to the following two points:
1. Respond positively to children's words and encourage more complicated languages.
2. Demonstrate a large number of languages.
Topics to talk about in class:
Themes provide a mechanism for the relationship among information, knowledge, objects and behaviors, and allow teachers to develop vocabulary and semantics.
1. Activities in daily life are the best time for children to learn how to interact with other children.
2. When children talk about the topic of action in activities, they should pay attention.
3. Send the activity list home every day, learn hearing AIDS, let parents copy their experiences at home, and talk to their children about the activities that happened during the day.
4. Giving vocabulary meaning: Using practical experience to help children with special needs learn vocabulary about objects and concepts.
5. Design language use situations for children.
6. Language development is a continuous process, which needs to constantly stimulate children's language.
The influence of children's interactive behavior;
1. The development of social behavior.
2. Promote language development through daily activities, such as sensory experience, observation of natural phenomena, manual cooking or fine arts.