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How to create a good language environment for children

To create a good language environment for children, it is necessary to enrich their lives. Because life is the source of language, only a rich life can provide a good environment for a rich language. Therefore, in education, we should create a colorful living environment for children, increase their knowledge, broaden their horizons, deepen their knowledge and understanding of the surrounding things, promote their thinking development and cultivate their good oral expression skills.

First, master the rules of children's language learning and carry out training and exercise in a planned way.

(A) through direct perception, in understanding the surrounding things to develop children's language.

Children's language learning should be closely related to the real people, events, nature and social phenomena around them. Through the direct perception of various senses, listen, see, touch, touch, taste, smell and so on. We can acquire all the knowledge around us and then develop children's language. The development of language improves children's cognitive ability, and the expansion of cognitive scope and the deepening of content enrich children's language. Therefore, we should pay attention to the combination of language communication ability and cognitive ability. According to the characteristics of children's intuitive perception, create conditions for children, enrich life content, understand the world in practice and develop children's language. Teachers can take students to observe flowers and trees on campus, let them know about flowers and trees and improve their interest. Planting and caring for flowers and plants not only enriches knowledge, but also cultivates sentiment, so that children can fully feel the beauty of nature and its various changes. Children's life is rich in content and open-minded. Let them use their hands, brains and mouths to enrich their knowledge and develop their language in their direct perception.

(2) Developing children's thinking ability in language education activities.

Language and thinking are closely related. The main function of language in thinking activities is to participate in the formation of thinking. Without language, thinking cannot be carried out, and the result of thinking activities must be expressed in language. The development of children's thinking ability and language ability is synchronous, and the process of children mastering language is also the process of thinking development; The development of thinking promotes the development of language conception, logic and language expression.

The traditional mode of language education in kindergartens is "injection", because the way children learn languages depends on "listening" and imitating "speaking" after listening. Children recite some children's songs, poems, stories and other literary works, but how to use and develop children's creative thinking is not considered much. In the process of preschool education, we should take various forms to develop children's observation, memory, imagination and thinking ability. When cultivating children's basic ability to use language communication, we should not only let children have the ability to imitate language, but also learn to draw inferences from others. They will fill in the original language examples and express new meanings, so as to have oral expression ability. For example, when the teacher was teaching "I make clothes for the moon", a child asked "Why doesn't the moon have clothes?" In order to cultivate children's curiosity, they said, "Yes! Why? " The teacher advised the children to observe the changes of the moon every night. After a period of observation, the teacher asked the children to talk about how the moon changed. The child said, "Sometimes it looks like a small hook, sometimes it looks like a boat, and sometimes it looks like a semicircle ... because it is always changing, there is no way to make clothes suitable for it." In actual observation, children draw conclusions and enrich their knowledge. In practice, children use their hands and brains to develop their attention, observation, analysis, comparison and judgment. Educate children to keep positive emotions about things around them, so that children are thirsty for knowledge, love to think, find problems, ask questions, and make correct judgments and generalizations from the relationship between things, thus developing children's cognitive ability and language ability. In addition, in language education activities, we should pay attention to the use of comprehensive educational means to better achieve educational goals. For example, after the story of "Little Tadpole Looking for Mother", the teacher asked the children to make a group of story characters with plasticine and various natural objects: frogs, tadpoles, geese, goldfish, turtles and so on. After doing a good job, let the children demonstrate while talking, which deepened their memory and understanding of the story and mobilized their enthusiasm, creativity and imagination. In language education, let children learn to be active and lively, and develop their creative thinking.

Second, let children see, listen, talk and practice more.

Only when children really learn to speak and express their wishes in correct sentences can they communicate freely with others, and at the same time they can better accept the knowledge and experience taught by adults. In education, teachers should purposefully enrich children's life content, increase their knowledge, broaden their horizons and cultivate their various interests. Let them know that there are many unknown things in the vast nature and stimulate children's thirst for knowledge. Guide children to observe carefully, analyze and think carefully, expand and deepen their knowledge and understanding of the surrounding things, and develop their oral expression ability.

(1) Read more books

In the teaching process, teachers should guide children to observe directly in a planned way and create more conditions for children. Use intuitive and vivid methods to stimulate children's interest in learning. For example, before telling children the story of "spring", tell them: "Spring has arrived, and some changes have taken place in trees, weather, people, flowers, grass and small animals." As soon as you see these changes, you will know that spring is coming. Look around and see what happened in spring, and I'll tell you later. "After the children go home, look carefully and look for it. After the teacher finished the story, he asked them, "Besides the changes of trees, grass and small animals in the story, how do you know that spring is coming?" "Children speak actively according to their own observation and judgment and personal experience. The child said, "The swallow flew back; Mother frog gave birth to a little tadpole; Grass slipped out of the soil; Spring is coming, and we can fly kites. "Wait, the child listed many experiences in life, and the child was very interested.

Another example is to teach children the word "colorful" and bring them to the beautiful flower bed to show them what colors flowers have. The child looked and said, "Red, yellow, white …" Let the child count how many colors there are. They counted several kinds while counting, and the teacher told them, "The flowers are really beautiful, and the colors are really beautiful." The children immediately understood the meaning of the word. When they walked to another flower bed, they reflected on themselves: "How beautiful these colorful flowers are!" "

Picture books are children's spiritual food and a favorite literary form. Its vivid and lovely image and bright and beautiful colors are deeply loved by children. If you want to play the role of books, you need specific guidance from teachers and parents. It is not enough to buy books for children, but also to teach them how to read. Children don't understand the meaning of books and can't get good results. If you use the following methods to guide children to read picture books. First, teach children to read, get a set of pictures, let children read the numbers first, or arrange them in order of plot, then find out the main characters in the book, remember their images, observe their movements and imagine what they are doing. Associations are combined into stories. For example, Hedgehog Tree is composed of six paintings. Let the children find each picture in order. After reading (1) and (2) ... Step two, let the children see who is inside. The third step is to show the children what they are doing. What happened? After reading, please tell the story according to your own understanding and imagination. In this way, although children don't know a word, they can see the contents in the picture and speak according to the contents in the picture, which not only enriches their knowledge, but also develops their language expression ability.

(2) Listen more.

Training children to listen attentively is the premise of developing their expressive ability. When children learn a language, they must first learn to listen, listen accurately and understand, and then they can imitate-speak accurately. Storytelling is the basic way to introduce literary works to children. Because children can't read, they are listeners of literary works. To introduce illiterate children into the literary world, we need to find someone to tell them so that they can listen carefully and achieve the purpose of education.

The environment in which children actively create listening can be varied. For example, listen to recorded stories for children and listen to stories told by others; Invite children to talk and listen to each other; Lead children to listen to all kinds of sounds: the sound of musical instruments, the sound of animals … Let children imitate, imagine and say what the sounds they hear seem to say. Let children listen more, so as to develop their ability to listen to the surrounding sounds, develop their hearing organs and strengthen the analysis of the sound structure of language. Cultivating children's good listening habits requires them to listen, understand and listen carefully without interrupting others, which is also a manifestation of civilized habits.

(3) Say more

In order to cultivate children's expressive ability, we should not only cultivate children's listening ability, but also cultivate children's oral ability. It is necessary to create a "speaking" environment for children, practice speaking in speaking, and make use of every opportunity to talk with children in daily life, so that children feel free and willing to speak out. When the child's language is not correct, the teacher should correct it in time.

Teachers should be good at making use of children's scattered time, such as coming to the park, after meals, playing games, leaving the park, and talking with children in a planned and purposeful way. In conversation, teachers and children can communicate easily emotionally, and the relationship can be closer. Children are willing to tell their teachers anything. This has a positive effect on developing children's language ability and forming a correct attitude towards things. When organizing children's collective learning, teachers should pay more attention to stimulating children's enthusiasm for learning and overcome the teaching methods that teachers say children listen. We should also overcome the practice of letting others say yes and not letting others say bad. It doesn't matter if you encourage your child to say something wrong, the teacher will help. Teachers should pay attention to giving every child a chance to "talk". Children learn a language by listening and imitating speaking after listening. Therefore, it is necessary to create a "speaking" environment for children, so that children can practice, learn and learn from speaking.

(4) practice more.

The task of developing children's language expression ability is mainly to cultivate children's correct pronunciation, clear articulation, rich children's vocabulary and correct usage. Teach children to speak according to Chinese grammar rules. These contents must be learned and mastered in language practice. This requires children to practice more, practice again and again, and gradually master it. Give children more opportunities to practice and create an environment for more practice. The child's pronunciation is not accurate. Teachers and parents should pay attention to correct and practice in time, so as to master it quickly and speak well. Children often say sentences that do not conform to the language structure, such as: "teacher, I want a book, you little fool." The teacher should correct it and say, "teacher, I want a book of little confused gods." And let the children say it twice. In this way, the child will gradually speak. Another example is "teacher", and children often say "old Xi" and so on. Where children use inappropriate words, the teacher will correct them and let them practice again and again. Children learn languages mainly by imitation, so we need to take great pains to make children practice more.

Third, teach children polite language and cultivate good language habits.

Politeness is a moral criterion for people and a criterion for getting along with others. Politeness includes two aspects: one is polite behavior, and the other is polite language. The combination of the two can give people a kind of humble and civilized, respectful and polite, natural and graceful goodwill. A person's moral cultivation, ideological outlook, cultural level and social identity can all be reflected in his words, intonation and manners. Politeness also reflects a nation's mental state. Therefore, politeness education should start from an early age, and teachers should create conditions and environments for children to use polite language, so that children can use polite language and have good language habits from an early age. Cultivating children's polite words and deeds should start from the following aspects:

Teach children to respect their elders and adults. Ask children to greet people actively, enthusiastically and generously in polite language, and say good morning, hello and goodbye.

Teach children to say "please help me …" when they are in trouble and need help, and say "thank you" when they get help.

Teach children to apologize sincerely when they don't pay attention to influencing others, but when others influence them, they can restrain and understand others and say, "Never mind, never mind."

Teach children not to interrupt or interfere when others are talking; Adults talk to themselves, listen attentively, don't interrupt others, don't leave, don't get bored. When something urgent needs to be discussed in time, you should say hello. When someone asks you a question, you should answer it carefully.

Teach children to have good language habits and speak loudly so that everyone can hear them; The speed should be moderate, neither fast nor slow; The language should be accurate and the words should be clear. Look at each other when you speak, don't look around, don't be careless, and don't swear.

In these civilized and polite words and deeds education, we should always adhere to the principle of "combining positive education with specific behaviors" so that children can intuitively understand the meaning of polite expressions and use them correctly. For example, we teach children to address others in polite language according to different ages and occasions. When you see old people, you know how to address them: "Grandpa, Grandma; When you see people like students, you know how to address them: "Big Brother, Big Sister; When people come to visit and watch the course, they know to ask, "Hello, guests." Wait a minute. Through repeated education, children have mastered many personal nouns, and they will gradually address people rationally.

In addition, it is also a very important way to educate children with literary works, such as stories and poems, and cultivate their "beautiful language". For example, through the poem "Guests Come", children know that when their mother is not at home, guests come. Children should treat guests as warmly and politely as their hosts, pour them a cup of tea and say, "Auntie, please have tea." When the guests leave, they will send them to the door and say "Goodbye, Auntie." Children learn polite words and deeds in written works, and apply them to daily life, and communicate with polite language. This is also the moral fashion of the whole society. All of us should be role models for children, set an example everywhere and speak gently and politely.

In short, when cultivating children's language, we should grasp the reality of each child, master the rules of children's language learning, train and exercise in a planned way, let children watch, listen, speak and practice more, cultivate good language habits and create a good language environment, then children's language will certainly develop healthily.

Children's language is developed in a certain language environment and language communication. Different types of language education activities carry different contents of children's language learning. Diversified language education activities are conducive to promoting children's oral development, improving language ability and cultivating emotions. Moreover, due to the different characteristics of educational contents and forms, they take into account the needs of all aspects of children's language development. To this end, I have made some useful explorations.

First, imitate and learn to distinguish.

If children want to communicate and express their feelings correctly and appropriately, they must have factual sentences, vocabulary and narrative skills to do this. Let children learn to retell many children's songs, short stories or wonderful fragments in kindergartens and families. It is an effective way for children to accumulate vocabulary and experience and improve their language ability. So I started telling stories, advertising, reciting ancient poems, children's poems and other activities in my class. Letting children retell stories, advertisements and recite poems is largely a simple imitation of ready-made literary works, but children can accumulate a lot of language experience in this process. When used again, it becomes its own language. For example, there is a child in the class whose skin is very tender, bitten by mosquitoes and covered with blisters. When the parents came to pick them up after school, the children told the parents of young children to buy "baby gold water" for bathing and sang an advertising song of "baby gold water". The parent was persuaded by the children and bought Gu Genggui's "Baby Gold Water" that day. Another time, there was a break, two children, a monkey brother and a pig. Brother Monkey was lecturing the pig and said, "Lazy pig, stupid pig and greedy pig, I will beat you to pieces, leaving no one." Pig begged for mercy and said, "Brother Monkey, you've beaten me till my ears are swollen and my back hurts. Isn't that enough? " The tone and expression are also very devoted. There are many such scenes that surprised me. I asked them where you learned it, and they told me that you learned it from a story, an advertisement, a movie or a TV series.

Second, the use of creative narrative

In daily life and game activities, we should strive to create a free and relaxed language environment, support and encourage children to talk, experience and communicate with others. Learn to use appropriate polite language to communicate. This is the spirit of the Outline and an effective way to promote children's language development. I let my children play the role of "commodity salesmen", making up and imitating some advertising words to promote sales. "Continuing to write stories" and "creating stories" give children space for imagination and thinking, and opportunities for free expression of language. "Ten-minute news broadcast" allows children to talk about anecdotes heard among children in the village on TV, and use game time to create environmental conditions for children's language communication. In the activities, I pay attention to the combination of strength and weakness, teacher-student interaction and children's interaction, and cultivate children's speech organization and communication skills. In these activities, on the basis of existing experience, children creatively tell their own advertisements, stories and news and communicate with each other by using sentence vocabulary, speech speed and pronunciation obtained by imitation learning. Unconsciously, all aspects of language have been greatly improved.

Third, individual conversation guidance

The Outline points out that children's language learning has the characteristics of individuality, and individual communication between teachers and children and free dialogue between children are of special significance to children's language development. Therefore, I often choose individual children for guidance, individual encouragement and individual correction in time. For example, individual children are not strong in self-confidence and communication skills, and their voices are very small in various activities. I observed that they were not afraid to answer, but were afraid of other children's jokes, which caused them an uncertain psychological burden. In view of this situation, I use encouragement, praise, conversation, storytelling and other methods to improve children's self-confidence. With self-confidence, the teacher no longer needs to remind him to "speak louder and be courageous." He inadvertently made his words loud, complete and fluent, and he couldn't believe it. He's really great. For children with lisp, I found that most of them were spoiled by their parents when they were young. In fact, his pronunciation organs are developing normally, which is just a matter of speaking habits. I insist that they skillfully say 1-2 sentences in standard Mandarin every day to correct their pronunciation habits, which has played a very good role. Remind children who speak loudly in time and correct incorrect pronunciation individually.

"Outline" points out that "guide children to contact excellent children's literature works, make them feel the richness and beauty of the language, and help children deepen their experience and understanding of the works through various activities."

The artistic conception of children's literature is fantastic and confusing, and the words are fresh and bright, from which children can learn rich beauty nourishment. Children's poetry appreciation should strongly advocate aesthetics and reduce cognitive requirements. By creating an emotional atmosphere, literary works can encourage children to experience and understand the works and receive emotional education easily and naturally.

Literary appreciation is a rational analysis of works, turning to direct thinking and emphasizing feelings and understanding. Taking a variety of activities in appreciation can help children deepen their experience and understanding of the works. For example, let children recite and taste repeatedly, and let children consciously immerse themselves in the phonology and imagination of the work. Let the children enjoy the picture, close their eyes and imagine the picture while listening. Draw the picture described in the work through your own imagination. Combining sound and animation through TV media can make children enter the art field more. Let the children talk about how they appreciate themselves. After the special appreciation activities, you can use a little time in your daily life, such as going to bed before meals and after free activities, so that children can enter the role with their own intelligence, hobbies, personality differences, free imagination, imitation of recitation works and sadness, desire and love for animals.

Understand the spirit of the outline, expand children's language experience in colorful activities, and provide conditions and opportunities for promoting language development. We can find ways to promote children's language development.