The goals and approaches of early childhood language education

Introduction: For young children, language is the basis of development. They should be able to adjust the language usage and politeness according to some simple situations to suit the needs of different listeners and role characteristics. Move closer to the higher realm of language ideology. Of course, we as teachers also need to continue to explore in teaching practice so that children can continue to learn and progress in language. Goals and approaches of early childhood language education

1. Goals of early childhood language education

The "Kindergarten Education Guidance Outline (Trial)" promulgated by the Ministry of Education puts forward the following goals in the language field: First, be willing to talk to others and speak politely; second, listen carefully to the other person’s speech and be able to understand daily language; third, be able to speak clearly what you want to say; fourth, like to listen to stories and read books; fifth, be able to listen to stories and read books; , can understand and speak Mandarin.

By understanding the language education goals of the "Outline", the overall goals of early childhood language education can be divided into four major aspects, namely listening, expressing, appreciating literary works and early reading, and starting from the following aspects: In terms of education for young children.

1. Listening: Develop children’s habit of listening and develop their language understanding ability. Listening is a behavioral manifestation of children's perception and understanding of language. It is an indispensable behavioral ability for children's language learning and development. Only those who know how to listen, are willing to listen and are good at listening can truly understand the content, form and use of language, and master the skills of language communication with others.

2. Expression: Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop thinking and language expression skills. The behavior of expressing and communicating personal opinions with certain language content, language form and language use method is one of the main manifestations of children's language learning and language development. Only those who understand the role of expression, are willing to express their opinions to others, and have the ability to express themselves can truly communicate with others through language.

3. Appreciation of literary works: Guide children to contact excellent children's literature, so that they can feel the richness and beauty of language, and help children deepen their experience and understanding of the works through various activities. Therefore, we should try our best to create opportunities for children to learn various literary works.

4. Early reading: Cultivate young children to be interested in simple symbols and words that are common in life. Use books, paintings and other methods to arouse children's interest in books, reading and writing, and develop reading and pre-writing skills.

2. Contents and approaches of early childhood language education

Content: two types of structures: specialized language education content and permeable language education content.

1. Specialized language education: refers to learning activities organized according to the rules of language education. It is an effective way to achieve language education goals. It is an implementation link in organizing and delivering language education content. It is an important step in implementing language education. The specific method of the task is the process of teaching children to learn language knowledge, teaching children to learn language forms, and teaching children to learn language application skills.

2. Types of specialized language education activities

Types of specialized language education activities mainly include narrative activities (narrating through pictures, narrating through cartoons), listening and speaking activities (language games) , conversation activities), literary activities (stories, poems, essays) and early reading.

3. Permeable language education: ① Guide children to learn language in daily interactions. ②Develop children’s language through regular theme activities. ③Develop children’s communication language through corner activities.

Methods: language education by organizing special language education activities, language education through all aspects of daily life, language education through games, and random language penetration education in educational activities in other fields, etc. . Let’s talk about how to design and organize specialized language education activities (language classes).

3. Design of language education activities for young children

To organize language education activities, it is important to design language education activity plans. When designing a plan, teachers should set the goals of language education activities, select specific content that can achieve the goals, and choose and consider activity methods that are suitable for the content.

Therefore, it can be said that teachers’ design of language education activities is a process of transforming certain goals, content and activity methods into specific plans. It is also a concrete manifestation of the planned, organized and purposeful educational influence on children.

When designing any group or a language education activity, teachers must pay attention to children’s language experience. Only by taking children's language experience as the starting point can we ensure that the designed activities meet the needs of children's language development, and that the designed activities can truly promote children's language development.

The principle of focusing on children’s experience includes the following two meanings.

1. Consider the current development level of the educational subjects, that is, the experience they have gained. If the existing language development level of the children in this class is not grasped, the designed activities may become aimless and targeted activities. For example, if children in a small class are organized to have a situational conversation or be a guest, the teacher needs to observe and understand the experience of the children in this class and whether they have mastered the polite language commonly used when being guests.

2. Consider providing new experiences for children based on their original experiences. The content of these new language learning experiences should be based on the experiences children have already gained.

For example, when children participate in the activity of "being a guest" in situational conversation, the teacher can guide them to further understand and master the communication and language use of "being a guest". The original experience and new content will trigger the children's comparison. Strong interest in learning. Therefore, the new language learning experience content is a "jump to reach" fruit for the children participating in the activity, which has a certain sense of challenge. When children actively participate in activities, they can absorb and transform this part of the experience content into acquired experience through learning.

4. Organization of kindergarten language education activities

The result of activity design is a complete static plan. The organization and implementation of activities has become a series of dynamic development processes due to the participation of young children. During the entire activity, many problems need to be solved, such as how to grasp the key points and overcome difficulties, that is, how to accurately transform a high-level goal into multiple low-level goals. In the teaching process, how to progress from shallow to deep, from easy to difficult, step by step. There is also how to make the allocation of time periods scientific and reasonable.

Generally speaking, each teaching content can be completed in one class, two classes, or three classes. The teacher should judge it according to the depth of the class content and the children's acceptance ability. . In teaching, the introduction part of the lesson should be exciting, attracting children to get into the learning state quickly, and occupying only a short time. In order to teach the key points and difficulties of the lesson, the teacher's questions must be precise in order to inspire and guide the children to clearly understand the key points and difficulties of the lesson. Too much language, too complex questions, no priority, and unclear organization will confuse the children. I am confused and my thinking is not clear. This part takes up more time, while the end of the lesson is natural and reasonable and takes up less time. If the allocation of time periods is unscientific and unreasonable, and the connection is unnatural, then it will be useless to prepare such excellent lessons in advance, and the teaching effect will definitely not reach the expected effect. This is also the reason why some teachers prepare lessons very well, but when they start the class they always feel that something is lacking and the children don’t master it well.

5. Guidance of language activities

In the implementation of language education activities, teachers can play a good intermediary role through the following aspects.

1. Direct guidance

Teachers directly guide children’s activities through language demonstration, inspiring questions, explanations, evaluations and other means. According to the actual situation of children's language experience and language level, teachers generally use direct guidance for children in small classes or children with poor language development, or for language education activities with difficult educational content.

2. Indirect guidance

Teachers guide children to actively and actively participate in language activities through the subtle influence of their own language, language prompts, eye gaze or gesture hints and other means. This indirect guidance method is suitable for older children and children with better language development.

3. Utilization of environmental conditions

In essence, the use of environmental conditions is also an indirect guidance.

Teachers use language activity equipment, teaching aids and learning aids, such as slides, pictures, Kaohsiung teaching aids, TV, videos, VCDs, etc., to arouse children's interest in learning, mobilize their desire to actively participate in activities, and help children learn in the activities. Improve language skills.

Based on the children’s performance and the actual situation of the activity process, teachers should flexibly use the above various guidance methods to keep the children in the best state of the activity, achieve the goal, and successfully end the activity.

In addition, the teacher’s own language accomplishment, that is, whether the pronunciation is accurate, whether the words are clear, whether the wording is appropriate, whether the content is concise and organized, whether the intonation is vivid and infectious, etc., can all have a positive impact on young children. Language development plays a very significant role.