The overall goal of American children's language education

1, the overall goal of kindergarten language education

The overall goal of kindergarten language education is the sum of the tasks and requirements of kindergarten language education, that is, the expected final result of three-year kindergarten language education, also known as the ultimate goal. It is an integral part of the overall goal of kindergarten education.

The overall goal of students' reading aloud

The analysis of the overall goal includes two interests, two abilities and two habits, the essence of which is to promote the development of children's language quality.

2. Age target of language education in kindergartens.

The age goal of kindergarten language education is the concretization of language education goal. Children's overall language goals need to be implemented step by step to children of different ages to promote children's language development step by step.

small class

1, listening section

(1) I am willing to listen to my teachers and colleagues.

(2) Can understand Mandarin.

(3) Be quiet when listening to others and don't interrupt others.

2. Description part

(1) Willing to speak Mandarin and like to talk with teachers, peers and adults.

(2) Know how to speak loudly in front of the group, and the volume should be appropriate when speaking alone.

(3) be able to answer questions in simple language, express your own requirements, wishes, feelings and needs, and tell the contents of pictures and things you are interested in.

3. Appreciation of literary works

(1) Willing to appreciate and initially feel and understand different genres of children's literature.

(2) Be able to read children's songs independently and say short sentences.

(3) Can imitate simple children's songs, essays and stories.

4. Early reading section

(1) Know that you can tell the meaning of a picture in a paragraph.

(2) Know that each word has different pronunciations and different meanings.

(3) I like listening to adults talk about the contents of books and try to read books by myself.

(4) If you learn the correct reading method, you will read the books in order and see the main changes in the contents of the books.

middle shift

1, listening section

(1) Be able to listen to others politely and attentively.

(2) Can distinguish the pronunciation of Mandarin and dialects.

(3) Can understand multiple instructions.

2. Description part

(1) Learn Mandarin actively, pronounce clearly, and actively and politely participate in the dialogue. Don't interrupt others' conversation casually.

(2) The volume and speed of voice are appropriate.

(3) Be able to tell personal experiences and picture contents in complete sentences.

(4) Be able to express your requirements, wishes, feelings and needs boldly and clearly.

3. Appreciation of literary works

(1) Get to know the different genres of children's literature and their components.

(2) On the basis of understanding the work experience, preliminarily understand and summarize the theme of the work and the author's thoughts and feelings.

(3) I can read poetry and prose and tell stories with expressions.

(4) be able to imagine and create according to the clues provided by the works, compile the contents of the works, imitate poems, essays, etc.

4. Early reading section

(1) Know the corresponding conversion relationship between spoken language and words.

(2) Be able to concentrate on listening to the written descriptions of pictures spoken by adults and understand the written language.

(3) Be able to read books independently and understand the contents of pictures.

(4) Be interested in the characters on the screen and actively learn common Chinese characters.

taipan

1, listening section

(1) Jing people who can listen carefully and patiently to others in collective occasions or personal conversations.

(2) Being able to distinguish the different changes of tones, intonations and tones in Mandarin.

(3) Be able to understand and execute complicated instructions.

2. Description part

(1) Insist on speaking Mandarin with accurate and clear pronunciation, and be able to talk with people actively, enthusiastically and politely in the right way.

(2) On different occasions, you will speak at an appropriate volume and speed.

(3) Be able to tell events and understand pictures and objects coherently.

(4) Be able to use appropriate words, sentences and paragraphs to express actively and boldly, be willing to participate in discussions and debates, and dare to express different opinions.

3. Appreciation of literary works

(1) Understand the different genres and components of children's literature.

(2) With the help of the teacher, analyze the special expression techniques in the work and understand the ideological and emotional context of the work.

(3) Performance stories, fairy tales, poems and essays. Be able to create all or part of stories, poems and essays independently or in cooperation with peers.

4. Early reading section

(1) Understand the picture content and express it reasonably with appropriate expansion and contraction sentences.

(2) Will protect and repair books; You can use painting to make books (children can draw pictures, children can dictate the contents of pictures, and teachers or adults can record the text descriptions of pictures).

(3) Be interested in learning and reading Chinese characters, and take the initiative to learn and know commonly used Chinese characters.

(4) With a preliminary understanding of the frame structure and writing methods of Chinese characters, you can correctly write your own name and common and simple words.

3. The goal of kindergarten language education.

The specific activity goals of children's language education are generally formulated by teachers themselves, which refers to the goals to be achieved in a specific educational activity. Sometimes, the specific activity goal is the task to be completed in an activity, but it may also be the goal of a group of similar activities or a theme series of activities, which are closely related to the specific educational content. No matter what kind of activities, they all contain certain requirements, which are reflected by teachers' activity plans and educational practices. It should be said that the specific activity goal is to serve the age stage goal and the Chinese education goal, and it is the final decomposition and concretization of the overall goal and the age stage goal. Language education is implemented to children through every specific activity. Therefore, the accumulation of specific activity goals constitutes the age stage goal, even the language education goal. The realization of each specific activity goal is a step towards the completion of the age stage goal and the language education goal, and attention should be paid to avoiding the disconnection of the three levels of goals. Generally speaking, the overall goals and age goals are formulated by specialized institutions, but the specific activity goals need to be planned and designed by teachers themselves. Specific activity goals should be formulated according to the overall goals and age goals, including emotions, cognition and ability.