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The educational goals of listening and speaking games
Due to the special nature of listening and speaking games, this type of activity can help young children practice oral expression according to certain rules. The certain rules mentioned here mainly refer to the game rules formulated according to the norms of language. When children participate in listening and speaking games, they need to consciously participate in the learning of standardized language and master standardized oral expression skills in activities that implement game rules. The listening and speaking game is a speaking practice based on certain rules and mainly includes three sub-goals.
(1) Review and consolidate pronunciation. The listening and speaking game contains the goal of children's pronunciation learning, focusing on providing opportunities for children to practice pronunciation, so as to facilitate children's review and consolidation of their recent pronunciation learning. Teachers can organize activities according to the four special needs of children's phonetic learning.
The first is difficult pronunciation exercises. For some recently learned pronunciation difficulties, using listening and speaking games to carry these pronunciation elements may produce better learning results. The difficulties in pronunciation of Mandarin in kindergarten mainly include consonants such as zh, ch, sh and r. Teachers can select syllables that combine these initial consonants with certain finals to help children learn based on the actual situation of the children.
The second is the practice of dialect interference sounds. Dialects in certain regions may interfere with children's learning of Mandarin and affect their normal pronunciation. For example: in Nanjing dialect, I and n are not distinguished, and an and ng are not distinguished. When speaking Mandarin, it is often possible to say nan (n6n) as lan. In listening and speaking games, children can have the opportunity to focus and compare learning, practice accurately pronouncing these sounds that are interfered by dialects, and develop sensitivity to the accurate pronunciation of these sounds.
The third is tone practice. Mandarin tones are of great significance to children's pronunciation, so correctly pronouncing Mandarin tones is also a part of children's phonetic learning. Listening and speaking games carry various elements of similar sounds and tones, allowing children to learn by distinguishing and improve their ability to distinguish, so as to master accurate tones.
The fourth is the practice of speaking and using breath. When 3-year-old children enter kindergarten, a considerable number of them cannot master the method of speaking breath well, so they feel breathless when speaking. Especially when expressing long sentences, there are situations where you are out of breath. The pronunciation practice of listening and speaking games can take breathing practice as the target content of the activity, and cultivate children's correct breathing methods so that their speech sounds will be more natural and more normal.
(2)Expand and practice vocabulary. Accumulating a large amount of vocabulary and increasing the content of oral expression is an important aspect of language learning for children in the preschool stage. It should be said that children's vocabulary gradually and rapidly grows during the accumulation of daily life experience. There is almost no research that can accurately prove how many words a child can acquire every day. Using listening and speaking games to help young children learn vocabulary is a special opportunity for children to be sensitive to vocabulary learning. This type of listening and speaking games that focus on learning vocabulary focuses on guiding children to accumulate vocabulary learning experience in the following two aspects.
The first is the experience of similar phrases. Listening and speaking games often allow children to practice how to expand words of the same type. In fact, they also provide children with examples of the use of certain types of words, and encourage children to organize and expand according to certain rules during the listening and speaking game. For example: the listening and speaking game "How to Walk" requires children to use certain adverbs to describe the action of walking. Children can say "walk fast", "walk slowly", "walk with long strides", "walk with a trot", "walk at a trot". Jumping and walking." During the learning process, children can creatively use vocabulary to perform description exercises according to rules.
The second is the experience of collocation of different types of words. The collocation of words is usually related to language habits and experience. It is a manifestation of social conventions, but it also has certain rules. For example, there are obvious collocation rules for quantifiers. At the senior class level, children begin to develop a certain sensitivity to quantifiers. Providing them with opportunities to play listening and speaking games during this period can well help them master the use of general quantifiers. In addition, there is also the learning of prepositions (location words), etc., which can produce good educational effects through the activities of listening and speaking games.
(3) Try to use sentence patterns. Children in the preschool stage accumulate a large number of sentence patterns during the language learning process, which is an important stage for their syntax acquisition and development. Generally speaking, children in the early childhood stage will transition from simple sentences to the level of compound sentences, and in the later stages of early childhood, they will begin to understand the level of embedded sentences. Whether it is a simple sentence or a compound sentence, there are many types of sentence patterns. To understand and master them and to be familiar with them requires practice in certain situations.
Young children may get the opportunity to use syntax in their daily lives, and listening and speaking games consciously help children practice, allowing them to quickly grasp the characteristics and rules of a certain syntax through specialized and concentrated learning, and improve their proficiency in the process of trying to use it. level. For example: In the upper class listening and speaking game "Building a Building", children learn sentence patterns by using the sentence patterns of "XX becomes more and more XX" and "...the more...the more...". When learning sentence patterns in games, there is a certain incentive mechanism, and young children may be highly motivated. Listening and speaking games provide young children with a different occasion for language learning. Children have more initiative and autonomy when participating in learning, which is conducive to improving their active listening skills.
One point that needs to be mentioned is that in children’s language learning activities, listening and speaking are always accompanied by each other. Listening and listening game activities organized in the form of games play a special role in improving children's active listening ability. When teachers think about the goals of listening and speaking games, they should put forward the following requirements for children.
(1) Listen to the teacher’s explanation and understand the rules of the game. When the teacher hears and hears the game, he always puts forward certain requirements to the children, and then "arranges" the tasks of the activity, explains the tasks, and explains the rules of the demonstration game. This process places specific demands on young children’s listening. Whether children can understand the tasks assigned by teachers and understand the rules of the game directly affects the children's participation in the game. Therefore, it is somewhat challenging for young children’s listening abilities. It can be said that the cultivation of abilities in this area will be beneficial to children's listening skills in all communication situations, and will even be very beneficial to children's learning after entering primary school.
(2) Understand the game instructions and grasp the game process. During the game, children need to grasp the command information sent out in the game at any time and respond accordingly. For example: in "Golden Lock and Silver Lock", after reading the children's song, it is an instruction to ask "What kind of lock is this?", and the person who opens the lock immediately answers "This is XX lock". All the instruction information is connected one after another. Children must be sensitive to the game, otherwise they will not be able to play. It is precisely such requirements that can prompt children to listen and capture instruction information consciously and actively.
(3) Accurately grasp and convey nuanced information and improve the accuracy of listening. Some listening and speaking games specifically set listening "traps", requiring children to identify the differences between certain similar sounds and respond accordingly. Discrimination activities such as z, c, s and zh, ch, sh fall into this category; Some games require children to accurately convey information, and if they make mistakes, they will make jokes, such as the "I told you this" game activity. These activities put the focus of listening requirements on accurately grasping and transmitting information, which can better improve the accuracy of children's listening, and ultimately play a good role in cultivating their complete listening ability. As a special occasion for language communication, listening and speaking games pose a special challenge to children's use of language to communicate with others, allowing children to better exercise their ability to use language tactfully and flexibly. Therefore, cultivating children's language intelligence and flexibility in listening and speaking game activities is a goal that teachers should consider when designing and organizing such activities.
Cultivation of children's intelligence and flexibility in language communication in listening and speaking games is fundamentally about improving children's ability to respond quickly in the process of language communication. The following points can be considered.
(1) The ability to quickly understand the rules of game language. Since the listening and speaking game converts the key content of children's language learning into game rules throughout the activity, the process of children mastering game rules means, in a sense, the process of mastering language rules. In listening and speaking games, children need to quickly understand the rules of the game, otherwise they will fall behind and be unable to realize their desire to participate in the game. The result of this kind of stimulation enables children to gradually adapt to situations where they can quickly understand the requirements of communication.
(2) Quickly mobilize the ability of individuals to encode their existing language experience. Hearing and listening games are a process of activity. When children participate, they need to quickly mobilize their personal language experience for coding according to certain rules. In this kind of situation, children are not allowed to think slowly and carefully. If the speed is too slow, the game will be affected. Therefore, children are trained to quickly mobilize the coding of their personal language experience during the activity.
(3) The ability to express quickly and in a way that meets the requirements of the rules. While understanding coding, young children also get the opportunity to quickly feedback information.
I heard that the rules of the game require children to speak in a certain standardized way, and there is not much time for children to carefully consider what they say. Therefore, everything is said in a short and intuitive state. Here is a quick language response ability. of cultivation.
In short, listening and speaking games, as a special form of language education activity, provide some special opportunities for children's language development. Teachers should seize this opportunity to promote children's language learning and create a good educational environment for the overall improvement of their language abilities. (
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