How to design the goal of children's language education activities

The goal of children's language education is the program of children's language education, the goal of children's language education activities is to serve the goal of age and language education, and the goal of language education is implemented to children through every specific activity. Therefore, correctly designing the goal of language education activities is the key to the success of an educational activity, which can reflect the expected results of children's language development. However, in the practice of preschool education, some teachers have practical problems in designing the goals of language education activities, and their ability to design the goals of language education activities needs to be improved. Therefore, combined with the main problems existing in the target design of children's language education activities at present, this paper expounds the target structure of children's language education in China and analyzes the design method of language education activities.

First, the main problems existing in the target design of current Chinese education activities

1. The activity target does not correspond to the activity content and process.

In the practice of early childhood education, sometimes the goals of language education activities can't be achieved well in the activities, or the preset goals can't be achieved at all through the activities. This is manifested in two aspects.

(1) The activity target does not correspond to the activity content.

Activity goal is a guide for designing and implementing language education activities, and it is the basis for choosing corresponding activities, methods and approaches. The so-called "the activity goal does not correspond to the activity content" here means that the activity content of a specific Chinese education cannot be the carrier to realize the activity goal, that is, the important role of the activity goal in selecting the activity content is ignored. The most typical example is that the goal of the activity is to "develop children's ability to tell stories completely and coherently", but the content of the activity is to learn a literary work, which obviously deviates from the goal of the activity.

(2) The activity goal is inconsistent with the activity process.

This means that the goal designed by teachers is too large and too wide, which can not be well reflected in the process of activities; Or the activity goal is divorced from the activity process, and it is impossible to achieve the design goal through the activity. In other words, the activity goal does not realize the function of guiding the activity process, and the activity process does not serve the realization of the activity goal. For example, the goal of the activity is to "experience the love of elders and inspire their respect for themselves", and cultivate children's respect for elders in the context of the Double Ninth Festival. The starting point is really good. I chose a children's song "Shake to the Waipo Bridge", and the content also echoed the goal. However, during the activity, the teacher just organized the children to listen to this nursery rhyme over and over again, and then let the children play the role of parents and put the baby to sleep with nursery rhymes, which was repeated several times ... This kind of activity link setting simply failed to achieve the expected goal.

2. The description of the activity goal is unreasonable.

(1) The hierarchical structure of activity objectives is difficult to reflect. According to Bloom's classification of educational goals, activity goals should generally include three aspects: cognitive field, emotion and attitude field, ability and skill field. However, in some language education activities, it is not uncommon to fail to meet this requirement. For example, when a teacher designed the activity "Architecture in my hometown is beautiful" in the middle class, she drew up the following two goals: "① Feel the beauty of architecture in my hometown and generate the emotion of loving my hometown. (2) You can express the characteristics of hometown buildings in language and other ways. " Obviously, such goal setting lacks goals in the cognitive field. We require that the hierarchical structure of activity objectives should include three major areas as much as possible. If it is true that the goal of a certain field cannot be reflected in the activity or the child has already met the requirements of this goal, then it can not be reflected in the goal. However, in the above activities, we can put forward cognitive goals, such as "knowing the names of famous buildings in our hometown and describing their main features".

(2) The moving target has a general direction and cannot be evaluated and detected. One of the principles of designing activity targets is detectability. The detectability of the goal can help teachers evaluate the effect of the activity immediately after the activity and become the basis for them to continue to organize language activities. If the goal cannot be detected and evaluated, such as "cultivating the ability to analyze and solve problems" or "developing the ability of creative thinking", it is too abstract and too general to be operated or detected, then after the activity, teachers will not know whether their activities are suitable for young children, nor can they evaluate whether the activities are scientific and whether they have achieved the expected goals.

(3) The description of activity objectives is unscientific. The unscientific description of the objectives of language education activities is also common in the design of children's language education activities. The most typical performance is to describe the goal from the perspective of education, not from the perspective of child development. The so-called educational goal is to put forward the educational requirements that need to be met from the perspective of educators, while the development goal is to put forward the educational requirements that need to be met from the perspective of educatees. For example, the goal of "there is a small puddle on the road" in the middle class literature appreciation activity is: "① By learning the story, children can remember the main plot of the story and learn to describe it. 2 sprout children's sense of responsibility and know how to do things for everyone. 3 Cultivate children's ability to analyze and solve problems. " In fact, the realization of children's development goals is the children's own efforts, not entirely determined by teachers. Therefore, when designing the goal of activities, we should have a correct attitude from the perspective of language expression, and from the perspective of children, presuppose the extent to which children's language knowledge, emotion and ability can be achieved through activities. Taking the literary appreciation activity "There is a small puddle on the road" as an example, the goal can be designed as follows: "① Remember and learn to describe the main plot through the activity. 2 sprout a sense of responsibility and know how to do things for everyone. 3 gradually form the ability to find ways to solve problems when encountering difficulties. "

Second, clear the structure of children's language education goals

The structure of children's language education goals can be divided into vertical hierarchical structure and horizontal classification structure. From the vertical hierarchical structure, the goals of children's language education can be divided into general goals, age stage goals and activity goals. From the perspective of horizontal classification structure, the goal of children's language education is embodied in four aspects: listening, speaking, reading and appreciation, and each aspect includes three dimensions: cognition, emotion and ability.

Taking listening as an example, the Guiding Outline of Kindergarten Education (Trial) (hereinafter referred to as the "New Outline") clearly requires "pay attention to each other's words and understand everyday language; Can understand and speak Mandarin ". Combined with the actual situation of children's language education in China, the overall goal of listening can be decomposed from three dimensions: cognition, emotion and attitude, ability and skill. Namely: cognitive goal-pay attention to listening when you know others are talking to themselves; Emotion and attitude goals-willing to listen, listen politely, and concentrate; Ability and skill goals-can understand Mandarin, can distinguish different pronunciation and intonation, and can understand and carry out other people's instructions.

In classes of different ages, children's listening goals are also emphasized. (as shown in the following table)

1 Be willing to listen, keep quiet when listening, listen to the main content of the conversation politely and intently, listen actively without interrupting others, and quickly grasp and obtain useful information from it.

I can understand Mandarin, distinguish the different pronunciations of Mandarin and dialects, and distinguish the different changes of tones, dialects and tones of Mandarin.

Can understand simple instructions, can understand multiple instructions, can understand and execute complex multiple instructions.

Only when teachers are familiar with the structure of language education goals and clearly understand the relationship between overall goals and age goals can they design scientific and reasonable activity goals suitable for children's development characteristics.

Third, the main points of the goal design of children's language education activities

On the basis of understanding the target structure of children's language education, we can design the target of children's language education activities from the following points.

1. Focus on social training goals

The requirements of social and times development for talent training and education have pointed out the direction for establishing the goal of children's language education. At the present stage in our country, the following issues should be considered in formulating the goals of children's language education: First, the goals of language education should reflect the orientation of China's current educational goals. Language is not only an integral part of children's development process, but also an effective way to convey culture. Secondly, the goal of language education should meet the requirements of China's productivity development level for personnel training. Third, the goal of Chinese education should be targeted and forward-looking. These principles should be embodied in the goals of designing language education activities.

2. It conforms to the overall goal and age stage goal of children's language education.

Generally speaking, the general goal and age goal of early childhood education are formulated by specialized institutions, but teachers need to be familiar with them. Because when designing specific Chinese education activities, teachers must take these two goals as the premise and foundation, which is the refinement and concretization of these two goals.

3. Consider different types of language education activities

Five different types of educational activities in children's language education have their own goals. For example, the learning activities of literary works are mainly to show children mature languages, improve their understanding of language diversity, encourage children to use languages creatively through contact with literary languages, and improve their ability to use languages flexibly; Storytelling activities focus on cultivating children's perception and understanding of storytelling objects, independently conceiving and expressing their consciousness, emotions and abilities clearly and completely, and mastering the ability to adjust the emotional level of language communication.

4. Problems that should be paid attention to in the design and description of activity objectives.

First, the activity goal should be specific and easy to detect, not big and empty; Second, the goal of the activity is to point to children, not teachers, that is to say, from the perspective of children, design how far children should develop, not what teachers should do; Third, the activity goal should take into account the existing experience of the children in the class, and put forward the appropriate activity goal according to the age and experience of the children, so that the children can "jump".