What are the language objectives in large classes?

The overall goal of kindergarten language education is: be willing to talk to others and speak politely. Listen carefully to what the other person is saying and be able to understand everyday language. Can speak clearly what one wants to say. Likes to listen to stories and read books. Able to understand and speak Mandarin.

In order to meet the needs of my country's early childhood education reform and provide new early childhood education concepts and methods to kindergarten teachers, we are based on the "Kindergarten Education Guidance Outline (Trial)" issued by the Ministry of Education on July 2, 2001. spirit, organized teachers from higher normal colleges and kindergarten normal schools and other educational researchers to compile this series of kindergarten teacher education books, published by People's Education Press.

The current development tasks of early childhood education have moved from expansion of quantity to improvement of quality, and the same is true for kindergarten language education. Kindergarten education quality is often composed of three qualities, namely environmental quality, process quality and child development quality. To improve the quality of language education in kindergartens, special attention should be paid to the quality of the environment and the quality of the process. With the guarantee of environmental quality and process quality, the quality of children's development is a natural result.

The environmental quality of kindergarten language education focuses on the creation of the language education environment in kindergarten classes. Combining the currently commonly used international class language environment quality scales and the actual situation in our country, we believe that we should focus on two aspects: Aspects:

First, the language environment of the class, especially the creation of language area or reading area, requires the coverage of language ability from the location, space and materials of the language area, regional materials (especially picture books) Improve the quality in terms of quantity and appropriateness;

The second is the quality of class language education activities in terms of content and arrangement. Can the arrangement of educational activities and content support children's language development between the ages of 3 and 6? Whether the needs of learning and development point to the goals of children's language learning and development.

The focus of the process quality of kindergarten language education is the quality of teacher-child interaction. The quality here includes not only the quality of teacher-child interaction in collective teaching activities, but also the quality of teacher-child interaction in life and games. To pay attention to the quality of teacher-child interaction, we must first pay attention to the formal quality of teacher-child interaction, such as the Class Grading System (CLASS). This tool defines the quality of teacher-child interaction into three aspects, namely emotional atmosphere, activity organization and educational support.

This reminds teachers to pay attention to creating a positive language atmosphere for children in teacher-child interactions, and to be more forward-looking when interacting with children; during the interaction process, teachers should expand, respond, summarize, and summarize , extend children's conversations and support children's language learning and development.

Secondly, we should pay attention to the quality of content in teacher-child interaction. For example, in picture book reading activities, whether teachers promote the improvement of children's core reading experience; in narration activities, whether the "Guide" is achieved The goal requirement of “willingness to speak and express clearly”.