How to create a language environment in the kindergarten reading area?

District corners are small environments. Teachers can provide materials to make corner activities an independent language environment for children. Kindergarten reading areas are very important in guiding children's language development. The "Kindergarten Work Regulations" also clearly states that it is necessary to create a good environment for young children that is suitable for education. A good environment can stimulate children's interest in reading and develop good reading habits. A good environment can promote the development of children's emotions, attitudes, abilities, knowledge, skills, etc. from different perspectives. Piaget believed that children's development is achieved through the interaction between subject and object. Children's language also develops in interaction with the environment.

1. Different levels of attention to interests. The former is boring and monotonous, and rarely considers the interests of children, while the latter is the active intervention of children based on their interests.

2. Languages ??rely on different materials. The materials used in the former are often teaching aids used by teachers to demonstrate, while the materials involved in the latter are materials that can be operated by children and help them accumulate language experience.

3. Children have different levels of attention. The former can easily divert children's attention, while the latter can attract children to stay engaged for a longer period of time.

4. Children’s autonomy is different. The former is mainly about teachers preaching, and children passively accept it, while the latter involves children's active participation.

5. Different opportunities for expression. The former is difficult to guarantee every child an opportunity to express, while the latter encourages children to dare to think and speak, and provides every child with an opportunity to express.

It can be seen that a language environment created through multiple ways of contextualization can better stimulate children's interest. If children have more opportunities to participate independently, they will naturally dare to think and speak, and their language skills will be improved accordingly. develop. In a language environment created through multiple channels, children's learning is completely conscious and active, so the learning effect is also better. This has also been confirmed in the communication with parents. Since trying to create a language environment in multiple ways, many parents have reported that their children have expressed their willingness to be primary school teachers after returning home. Their children's speaking skills have been trained and their language abilities have improved a lot.

In the development process, we found that many teachers overemphasize the educational function of the region, overemphasize the extension and expansion of the curriculum in the region, and ignore the unique playfulness, situational and interesting nature of the region. The creation and implementation of the game have caused children to lose their original interest and enthusiasm for the unchanged regional games, reducing the participation and effectiveness of regional games, and to a certain extent, also affecting the quality of children's learning and the effectiveness of teacher education. In the reading area, if children are blindly asked to read books or read pinyin from cards, they will definitely have no interest, and their attention will soon shift, which will make it impossible to develop their language skills. There is reading and reading, and children should be allowed to speak independently and learn while playing in the situation.

Children love to play role-playing games and never tire of playing roles. Add role-playing situations in the reading area to arouse children's interest in participation. In such a language environment, children's communication skills and language expression skills are also cultivated. At this time, we should consider the placement of materials to create situations. Is it just an abstract description of the story situation with children? This is definitely not possible. Although children have rich imaginations, they need more concrete, vivid, and interesting objects for children to operate and create stories based on these materials. For example, teachers can make storyboards. Children can tell many different storylines with seemingly simple storyboard content. These self-written stories by children are the greatest wealth. Creating situations in the reading area, through role-playing and cooperating among peers to perform stories, provides children with an independent language environment and greatly improves children's language ability.

Xiuxiu and Ni Ni in the class usually feel very introverted. Not only do they not take the initiative to answer questions in class, they also don't like to talk much and don't communicate much with their peers. One time I happened to be in the reading area and heard a story they told. They told it very well and the performance was very engaging. Listen carefully to their stories. They are completely self-made stories. Based on the story background boards provided by the district, there are also character puppets. You can operate the puppets while performing the story. These children have more opportunities to participate independently in the reading area, choose what they are interested in, and of course actively and happily engage in it.

Whether an area can attract children's attention for a long time mainly depends on whether the children are interested. The interests of young children are unstable, and the key factor lies in the influence of teachers on young children. This influence is more reflected in teachers' support for children's activities.

Creating a comfortable and interesting reading environment for children requires the support of teachers with diversified reading materials, which is mainly reflected in two aspects:

1. Creation of the environment

Children in large classes begin to come into contact with For Pinyin, instead of forced indoctrination, we should look for a method that allows children to learn Pinyin independently and receive it happily. Therefore, I integrated Pinyin into the reading area and created competitive situational games, such as breaking corn and catching fish. These situational games provide children with an independent language environment. The form of competition arouses children's interest. The creation of different situations attracts children's attention. Pinyin reading develops children's pinyin recognition and reading ability.

Miaomiao has never learned Pinyin well. He quickly forgot what he learned yesterday. Every time the teacher asks him to read Pinyin alone, he always fails. Let him review Pinyin in the reading area. After reading the cards for a while, he lost patience. But after I created Moyuer in the reading area, I always saw him and other children reading Pinyin there with a smile on their face. In the reading area game situation, through individual reading and the help of peers, pinyin will soon improve.

2. Provision of materials

Materials are the carrier for children to carry out activities. Children gain a variety of sensory experiences by operating materials. This sensory experience provides opportunities for children to further their future learning activities. Accumulated considerable prerequisite experience. Therefore the provision of materials is important.

1. Pay attention to richness. Rich materials are the source of stimulating children's desire to operate, increasing interest in activities and language expression. Storytelling requires the use of character puppets, headdresses, and storyboards. Tell the story of "The Tortoise and the Hare", provide headdresses or puppets of rabbits, turtles and other small animals, background pictures of the forest games, and prepare music for the games so that you can feel the atmosphere of the games better when telling the story. Pinyin situational games, such as breaking corn, require making several corn trees. Punch two holes in the toothpaste box, stick the corn made of paper on top, and then stick the reed stalks to the wall, so that the corn tree is ready. Attach the pinyin cards to the little hands of the two colors and put them in the boxes on both sides. These are the little hands for breaking corn.

2. Pay attention to hierarchy. Provide children with room for choice. Children can choose materials that suit them according to their ability level, interests and hobbies, so as to achieve success and generate self-confidence. This self-confidence is the motivation for children to participate and succeed next time. The storytelling in the reading area is divided into levels, starting with classic stories that children are familiar with or stories they have learned, such as "The Tortoise and the Hare." These stories are familiar to young children, and most children can tell the plot. Then the children create their own stories based on the storyboards, character puppets or headdresses provided by the teacher. This level tests children's imagination and language expression ability, and is challenging for most children. Children can choose which level of story to tell according to their own preferences and level, and gain confidence and motivation to challenge through success.

However, after the materials are provided, the teacher's work is not finished, it can even be said that it has just begun. A very important job of teachers is to keep an eye on children's use of materials, and add auxiliary supplies at any time as children's interests require, to help children deepen their activities. If the children are no longer interested in the storyboard, the teacher needs to provide new characters, or add a house or a small river to the storyboard. Children will often become interested in this small change and perform well. Same story.

Niuniu has always liked telling the story of "The Tortoise and the Hare". Every time she is in the reading area, she likes to take out this storyboard and drag a child to tell the story with him. However, after playing it a few times, he didn't take it out. He told me that it was boring to tell that story all the time. Thinking about it, I have to change it, but if I make a new storyboard, it is time-consuming and labor-intensive. It is a pity that the old storyboard is placed in the corner like this. At this time, Fangfang’s words reminded me that in the tortoise and the hare race, there must be referees and cheering animals! . Yes! I added some small animal character puppets to the original storyboard, made a small river in the middle, and placed some rocks on the side. The children became interested in it again. Because of the changes in the storyboard and the addition of characters, the storyline also changed. Niu Niu also created a "New Version of the Tortoise and the Hare".

3. Children participate in the production. I found that some operating materials were damaged very quickly. I was very angry at first because I felt that the children didn't care about them at all, so I had to repair them all the time.

Once, I saw two children playing with storyboards. I wanted to go over and listen to what stories they were telling them, but I saw one of the children picking up the storyboard and shaking it from side to side. I was very angry and wanted to criticize him, but then I actually heard him shake the storyboard and say: There is an earthquake! There's an earthquake! I was very curious and asked him softly: What kind of earthquake? He continued what he was doing and answered: There was an earthquake in the forest, and all the little animals were hiding! After listening to his words, I laughed and my anger disappeared. The earthquake has passed, and we must repair the homes of the little animals, otherwise they will have no home to live in. Another child next to me immediately ran to his cabinet, took the glue stick over, and said to me: I will repair the fallen tree in the forest! The child who was playing with earthquakes also immediately brought his own glue stick and said while doing it: I will build a house for the little animals! Watching them tinker with the storyboards themselves, I feel grateful for their patience. Of course, what I think more about is the independent language environment in the reading area. This autonomy can also be reflected in the operating materials. What we call intentional destruction of operating materials is actually the innocent imagination of young children. We can not erase their imagination, but also allow them to clean up the mess independently. In this way, children's language skills and imagination are developed, and their hands-on ability is also developed in a clever way according to children's imagination. Teachers save time and effort, and children become more interested in the materials they create and actively participate in them to achieve better development.

Through the combination of many aspects, the creation of multi-channel contextualization, and the placement of diversified materials, the reading area completely provides children with an independent language environment. In such an environment, children can get better development.