What Is Language Education?
Generally refers to the teaching and learning behavior of any language. Its content covers text form, pronunciation, vocabulary, grammar, listening, conversation, reading and writing. Most people think of language education as foreign language teaching. When referring to Chinese language education, words such as Mandarin or Chinese are often used.
Language education
Generally refers to the teaching and learning behavior of any language. Its content covers
Parents use the same voice to communicate with the fetus, which can promote the shallow memory in the fetal brain and promote postnatal birth.
Mainly provide
For different children, the timing of language development is not absolute. Sooner or later it is normal. Parents must not absoluteize language development, but must carefully observe their children to provide them with a good environment for language development.
Language education
Language education is an important part of early childhood education activities, which is of great significance to the development of young children. However, at present, there are many problems in kindergarten language education activities in our country, such as outdated concepts, weak goals, and lack of creativity in activity design. In the new century, we should follow the characteristics of children's learning and language acquisition, creatively organize language teaching activities, and follow the following six principles: the principle of situational use of language, the principle of creativity, the principle of teaching according to aptitude, the principle of integration, and the principle of subjective activity And the principle of mass perception and accumulation of children's literature.
Situational Principles of Language Education
Children's language grows up in the process of using, and the use of children's language is realized in the actual language communication. The new "Outline" clearly requires "to create a free and relaxed environment for language interaction, to support, encourage and attract young children to talk with teachers, peers or other people and experience the joy of language communication." Therefore, in kindergarten, teachers provide young children with A real and rich language situation is to create a communication situation for young children that can help them to use multilingual communication behaviors. On the one hand, in special language education activities, let young children learn how to use corresponding language communication methods to interact with people in different language situations. For example, young children learn how to listen to other people's languages in conversation activities; literary activities focus on understanding and using narrative language expressions; heard that games require young children to use agile language. On the other hand, daily language communication is a truly authentic and rich language communication environment, and children can have more opportunities to interact with various people and expand their language experience.
Creative principles of language education
Language education
Creative education has been recognized by the majority of early childhood educators, but in practice, many people simply put the creative training of young children in art education activities. In recent years, many teachers have enjoyed art activities in public classes. Because such activities can relatively easily cultivate the creativity of young children, making the activities look novel and good-looking. In fact, creative training is integrated and integrated into all activities of the educational process, and language education activities are no exception. Reflecting on the process of our language education activities, teachers still ask a lot of questions from teachers when they interact with children. The creative language education activity process should be the environment for young children to "speak, dare to speak" in the "Outline". The educational methods, means and measures chosen by the teacher are all conducive to protecting and developing the creativity of young children.
Language education
Language education
The teaching principles of teaching students according to their aptitude have been for 2,000 years, from the founding of Confucius to the practice of Zhu Xi, but they have not been used very well in practice. On the one hand, it is because the traditional teaching organization form, collective teaching, is difficult to take care of the individual differences of each child; on the other hand, because we do not study the individual differences deeply and meticulously, we only teach in general according to the ability differences. A prominent feature of contemporary children's language education is that they agree with the general laws of human language development as well as very obvious individual differences. Therefore, each child is required to provide educational opportunities that meet their individual needs. The "Outline" also emphasizes that "children's language learning has individual characteristics, and individual communication between teachers and children, and free conversation between children, etc., have special significance for children's language development." Howard Gardner s theory of multiple intelligences, a professor of psychology at Harvard University, gives us a new perspective on "intelligence", allowing us to look more objectively at each child's "intelligence type" and better "educate according to merit" To ensure the efficiency and quality of the event.
Integration principles of language education
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Language education (4 photos)
The Outline clearly states that "the development of children's language is closely related to the development of other aspects such as their emotions, experience, thinking, and social abilities. Therefore, the important way to develop children's language is through education in various fields that penetrate each other, The development of young children's experience in mid-school development provides conditions for promoting language development. "This requires us to pay attention to the principle of integration in organizing language education activities, which mainly contains two aspects of meaning. The first is the integration of language education activities. For example, language education activities are integrated with other subjects; when selecting and organizing language education activities, the language learning content is considered as a whole. The second is the variety of language education activities. In the design and organization of language education activities, teachers should create different communication situations for children with real language application opportunities when organizing activities, so that the process of language education activities becomes a positive interaction process for teachers and children. Teachers should also pay attention to infiltrating language education activities into various aspects of games and daily life to help children expand their language experience. For example, autumn is here, and various trees in the kindergarten have changed. When the children are freely outdoors, let the children take a closer look and find out what has changed in the kindergarten. Let the children discuss and imagine during observation, and express them in language in a timely manner. During the observation process, they naturally develop their oral expression ability.
Subjectivity of Language Education
This principle is composed of "subjectivity" and "activity". The activity must be the activity of the subject, which deprives the subjectivity, and the activity cannot be carried out. And subjectivity is mainly reflected through activities, so subjectivity and activity are inseparable. Children build and develop their own world through their own activities. Without children's subjective activities, there will be no child's development. In order for children to truly achieve "autonomy", at least two conditions must be met: one is to be the master of the activity and change "requiring me to learn" to "requiring me to learn". The second is to take the initiative and have the initiative, have their own views and ideas, and strengthen the active interaction between teachers and students, children. It is necessary to completely change the traditional "full house" teaching method.
Language Education Literature
Language education
Early childhood memory is characterized by unintentional memory predominance, which is more obvious at younger ages. Thinking is characterized by specific image thinking. Young children have strong unconscious perception and learning abilities. At the beginning of the semester, when Mr. Wang let the children appreciate the "touching" prose poem, although the children in middle class did not quite understand the meaning of the prose poem, after listening to this beautiful language and gentle rhythm, the children were Naturally express your feelings: "Teacher, it sounds good, put it again." "I listen to it beautifully." Therefore, we should provide children with a large number of comprehensive and well-balanced children's literature boutiques. Let them accumulate and perceive. The so-called perception is that children are not required to understand and speak every word and sentence in the works, and they are not required to repeat every children's literature work they have heard. Here we only seek one kind of influence, which accumulates and accumulates, which is extremely beneficial to improving children's language cultivation and future language creation.
