Shortcomings and improvement strategies of Chinese teaching in kindergartens 1 1. Existing problems
(A) heavy "teaching" light "learning"
1, the determination of teaching objectives, the design of teaching process, only consider the teaching materials, pay less attention to the actual needs of children, think too much about how to teach smoothly, and rarely consider how to give children learning methods.
2. The development of the teaching process is still high input, high consumption and centralization of teachers. Emphasis on teaching, light on encouragement and guidance, children have no initiative and enthusiasm, resulting in low output of teaching benefits.
In the process of teaching, teachers are like storytellers, who are only satisfied with the correctness in a single way and from a single angle, without thinking about change. As a result, an activity was only taught, but what did the child get from this activity? Teachers themselves are an unknown number.
(B) heavy "variant" light "execution"
1, many teachers focus on the renovation of forms and patterns, far exceeding the implementation of heavy goals.
This is particularly prominent in the evaluation of public education and activities. Some teachers even worry that the form will not "change" and they will not be able to go to the podium. In order to be novel and refined, some worthless games, paintings and music activities that have nothing to do with this topic have also been forcibly brought into Chinese teaching activities. A considerable number of teachers simply don't think about whether the selected content is suitable for imitation or not, and don't think about the diffusion of thinking, so there is a "new atmosphere" in the teaching reform that prose and poetry activities cannot be separated from imitation, and story teaching undoubtedly spreads thinking.
2, eager to achieve success, the activity goal of the previous link has not been implemented, you are eager to start the next activity.
"Imitation and performance must be backed by a certain foundation" is often forgotten by teachers. Often, the teacher's analysis of the original work has not been thorough, and the children have not been able to understand and be familiar with it. After an activity, the children's complete study of the original works only stops at repeating it twice, and the teacher is also eager to let the children imitate and perform. Children can't "walk" yet, and teachers are eager to let them "run", and the result is naturally unsatisfactory.
(C) heavy "table" light "inside"
1, the understanding of the textbook is "deviated". Many teachers only pay attention to the events and words described on the surface of textbooks, that is, "what knowledge is it". Little consideration is given to the deeper connotation between the lines of the textbook itself, that is, "knowledge of why" or "knowledge of how to do it", as well as the know-how and skills to solve problems.
2. Many teachers do not pay attention to observing and understanding the children's existing experience and level in this class, and lack proper communication with children.
(D) the characteristics of Chinese teaching are not prominent
1, the Chinese class has become a moral education class and a life education class.
This is more prominent in story teaching. Story teaching ignores the training of children's language expression ability and abandons the cultivation of listening habits, leaving only "preaching". As we all know, the formation of children's good conduct can never be achieved by telling a story. What is its value?
2. Beauty in literary works is either ignored or rigidly "injected".
Some teachers also pay more attention to the cultivation of children's aesthetic taste in language teaching. However, there are children's perception of aesthetic taste. Often, it is not the teacher who awakens the children's existing experience through appropriate language and inspires and guides the children to feel and understand themselves, but the teacher simply "injects" his own "text" into the children's mind.
Second, children's language teaching strategies
1, create a good language education environment.
Children who grow up in wolves can only howl, which shows that an open language education environment is very important to improve children's language ability. The ultimate goal of language education is to make children dare to speak, be good at speaking, and accurately express their thoughts in rich and vivid language. To create a democratic, relaxed, harmonious and open language education environment, children should not only learn languages in kindergarten classes, but should enter society, nature, mountains, water, spring, summer, autumn and winter; It is necessary to fully understand the child's psychology, eliminate the child's nervousness and let the child feel it. In addition, children's language training can be strengthened by making up stories and parents' salons.
2. Use multimedia to help children learn the language.
With the development of multimedia technology, children's language education has undergone great changes in concept, content, form and method, and has become an important way and tool for children to learn language. Teachers should make full use of various audio-visual means so that children can fully accumulate language experience in listening, preparing, speaking, doing and thinking.
3, language education should run through other education, language education can not be single.
In fact, language education and other preschool education are interdependent, interrelated and mutually promoting. Therefore, Chinese education is not only the responsibility of Chinese teachers, but also the responsibility of other teachers. Developing children's thinking is the foundation of language education, and language is a kind of thinking activity, which has a good way of thinking expression and should be the premise of language expression. If language education is carried out in physical education class activities, first, let children observe the teacher's movements, let the teacher tell the essentials and precautions of climbing, jumping and running, then let children imitate the teacher's movements, and then use language to express how to do the movements well, so that children can experience them personally, and then tell the characteristics of the activities. For example, in math class, children should observe the illustrations and think about what they have and how many they have. Express it in words, or let the children talk about it. So as to develop children's language.
4. Family education promotes the development of children's language ability.
Family is the cradle of children's life and the warmest, safest, freest and happiest harbor for children. The speaking ability and language expression ability of family members directly affect children's language development. Therefore, parents should lead by example, talk to their children in Putonghua, actively create a good environment, make their children willing to speak Putonghua and talk about some topics that children are interested in, so as to cultivate their interest in learning languages.
5. Effective language training for children should be entertaining and persistent.
Entertaining and entertaining: children have a clever and naive nature, so the methods and contents of language training should be updated from time to time. Training methods can be carried out in the game, and the game methods can be constantly changed, so as to promote the effect of language training with perceptual knowledge. The content of training can not only be familiar, boring and monotonous. In fact, teachers' humorous language is often children's favorite imitation. Of course, it is also the key to improve the language expression ability to let children recite the philosophical language in the play with them after watching the film and television, and improvise some happy or humorous fragments. Children's language training is a long and complicated matter. Persistence in training can not only consolidate what we have learned in the past, but also make the new language correct past mistakes and fill the gaps in the past.
Shortcomings and improvement strategies of language teaching in kindergartens II. Classroom situation analysis;
There are 28 children in the middle class this semester, with an average age of 4.5 to 5 years old. Language ability varies greatly. Some children have strong language skills and can explain things clearly, but some kindergartens are unwilling to express them, and their language stutters slightly, resulting in Lickitung. In order to make children's language develop better, I will develop children's language ability, cultivate children's clear and correct pronunciation, learn to speak Mandarin, further enrich children's vocabulary, and develop children's thinking and oral language expression ability through learning to speak, nursery rhymes and telling stories this semester. According to my teaching objectives, combined with the age characteristics of children, I made the following goal plan:
1. Learn Mandarin and communicate with others.
2. Master basic nouns, adjectives, quantifiers and conjunctions.
Pay attention to what others say and respect others.
4, enhance the ability to tell, enhance the logic of thinking.
Second, the specific measures:
1. Ask children to continue learning Mandarin. When talking with teachers or children in garden activities, emphasize that children talk in Mandarin. Pay more attention to the correctness of children's pronunciation and intonation when they speak, and correct their pronunciation immediately when they find phonetic errors.
2. Constantly enrich vocabulary, let them master more usages of nouns, verbs, adjectives, quantifiers and pronouns, and learn to use commonly used adverbs such as now, Huan and hen. ) and conjunctions (and, with, equal) to understand the meaning. Ask them to use it flexibly in their daily lives.
3. Let the children concentrate and listen to others patiently. Don't interrupt others I am willing to communicate with my peers. I can speak and learn Mandarin generously in front of the group, and I can express myself more coherently. When the teacher is talking to several children at ordinary times, I should take turns to talk, don't rush to talk and don't interrupt, so as to improve the children's language communication ability.
4. Ask children to develop the habit of carefully observing pictures before expressing their stories. I gradually guide children to understand the sequence of events shown in pictures and scenes. Ask individual children to speak actively in front of the group, with loud voices and complete sentences. Other children can take the initiative to listen to other people's stories, find similarities and differences, and learn good telling methods from them.
5. In class, I use games to hold a poetry reading contest among children and tell two or three stories, so that they can learn to master other people's stories according to their expressions, pronunciation and intonation, and action performances.
Shortcomings and improvement strategies of kindergarten language teaching Part III: classroom situation analysis;
In the hot summer, we ushered in a new semester. There are 35 children in my class, including girls 12. According to the basic situation of children in this class and the guiding spirit of the new syllabus, it should not only conform to the basic situation of children, but also be challenging. I made the following plans:
Second, the teaching objectives:
1. Learn to speak Mandarin and be able to talk with others in an appropriate language.
2. Be able to listen to others attentively and patiently.
3. Be able to express your thoughts and practices boldly, and the sentences should be coherent.
I can write my own name correctly and know my companion's name.
5. I will read books independently and develop correct reading habits.
Third, the key points and difficulties:
Key points:
1. Establish good language habits and help children understand the diversity of languages.
2. Children can boldly talk with people in Mandarin, and their sentences are fluent.
3. Use books, paintings and other ways to stimulate children's interest in books, reading and writing, and cultivate pre-writing skills before reading.
Difficulties:
1, so that the children in this class are closer in all aspects of language.
2. Let each child talk with others in Mandarin in daily life.
3. Overcome psychological barriers and express yourself boldly in front of everyone.
Fourth, measures:
1. Create a free and relaxed language environment to attract children to exchange ideas freely and easily.
2. Organize children's daily life with the tone and form of the game, and let children participate in activities with interest.
3, according to the needs of each child, give them different help, and talk to people in Mandarin in daily life.
4. Inform parents of their children's performance in the park for one day through telephone interviews and visits, and do a good job in family education.
Verb (short for verb) timetable:
Week 2: Don't call me Mr. Xiao (children's song) timid (story)
Week 3: Helping Mom (Story) Little Helper (Children's Song)
Week four: Kong Rong is really happy to let pear (story) take a bath (talk).
Week 5: Red-eye Mimi (story) moves the body.
Week 6: Toy cupboard happy to go to kindergarten.
Shortcomings and improvement strategies of kindergarten language teaching Part IV: Analysis of the current situation;
Advantages: Children in this class are exposed to fairy tales, listening and speaking games, conversation activities, story-telling activities, poetry and so on. Through these activities, children have strong oral expression skills, love to talk, like to talk, and dare to express their ideas and opinions in front of groups.
Disadvantages: The children in this class don't develop good listening habits, and they like to interrupt when communicating with their peers and teachers. Some children have a limited vocabulary.
Second, the teaching objectives:
Can concentrate, listen to others patiently and don't interrupt others. Willing to communicate with peers, able to speak generously in front of groups. Can speak Mandarin and express coherently. Learn to talk around certain topics and don't stray from the subject. Learn to speak in turn, don't rush to speak, don't interrupt. Continue to learn communication language and improve language communication ability.
Get into the habit of observing carefully before you express your story. Gradually learn to understand the sequence of events displayed in pictures and scenes. Be able to speak actively in front of the group, with a loud voice and complete sentence patterns.
Practice pronunciation in the game, use pronouns, locative words, adverbs, verbs, conjunctions and prepositions correctly, say simple and complete complex sentences, and understand and understand the multiple rules of the game. Learn to quickly understand the language rules in the game and make corresponding responses in time.
I like to appreciate different forms of literary works and actively participate in literary works learning activities. Learn to understand the characters in literary works, feel the emotional tone of the works, and use appropriate language, action, painting and other forms to express their understanding. Can imagine, copy or continue to edit a plot or picture according to the clues provided by literary works.
Can carefully observe the details of books and pictures, understand the contents of multi-page children's picture books, and enhance the ability to predict the development and ending of stories. Know how to care for books, know the composition of books, and be interested in imitating and making picture books. In the process of reading, I have a preliminary understanding of the origin of Chinese characters and simple rules for recognizing Chinese characters, and I have a desire to actively explore Chinese characters. I like painting and try to practice the basic strokes of Chinese characters in interesting ways.
Third, specific measures.
Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others and experience the fun of language communication. Cultivate children's listening habits and develop their language understanding ability. Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's thinking ability and language expression ability. Guide children to contact excellent children's literature works, let them feel the richness and beauty of language, and help them deepen their experience and understanding of works through various activities.
Strengthen the connection between language education and education in other fields. Teachers should set an example for children to learn languages. As the practical object of children, teachers guide children's language. Teachers should create conditions for children to learn actively, such as providing good language examples; Provide various language activity materials; Create language communication situations; Give positive feedback to children's language learning behavior and enhance their interest and confidence in learning and using language.
Shortcomings and improvement strategies of language teaching in kindergartens Part V: Guiding ideology;
Childhood is the fastest period of human brain development. During this period, children's language developed very rapidly and their vocabulary increased day by day. Through development, children can simply and coherently describe their experiences and express their thoughts. Modern theory tells us that language development is the basis of intellectual development. Therefore, the cultivation of children's language is related to their future sustainable development. In recent years, there have been many breakthroughs in the research of Chinese education reform in kindergartens, but in reality, the phenomenon of low efficiency in Chinese teaching is still widespread. How to change the present situation, turn hard work into skillful work, and strive to improve the efficiency of Chinese teaching is an important topic for every educator.
Second, the work objectives and measures:
(A) to strengthen learning, change ideas, and strive to improve the overall quality of teachers.
(2) Reform teaching methods and strive to improve the efficiency of language teaching.
1, be realistic. It is necessary to combine the reality, carefully study the learning situation, and teach according to the reality of children. Teaching is practical and learning is practical. This requires every teacher to go to children, observe, analyze and understand children with love, understand children's needs, and shape a "text" that is easy to communicate and understand with children according to their characteristics.
2. Active means that teachers should give full play to their teaching wit and flexibly control the teaching process. Teachers must be clear that the fundamental purpose of teaching is not to let children simply learn ready-made conclusions, but to teach children how to think independently, especially to teach children logical thinking. And try our best to use the teacher's love, understanding and creation of literary works to introduce the children into a learning situation, fully contact and adapt to the children's existing experience, throw some enlightening questions to the children, and let the children search, pick up and absorb the nutrition of knowledge in the process of exploring and solving problems, enrich themselves, exercise their thinking and develop their abilities. In addition, teachers should be good at observing children's reactions, fully grasp children's feedback information, and constantly adjust teaching.
3. Innovate and establish innovative teaching ideas. Construct an innovative multi-dimensional interactive teaching system, with inspiring discussion, exploration, questioning, debate, information collection and autonomous learning as the basic teaching forms, attach importance to children's expectation and participation, advocate training children to fully mobilize their existing experience, fully occupy resources in the field of teaching and research, adopt highly personalized learning steps, methods, approaches, processing methods and result statements, actively internalize and actively construct learning, and change the cognitive structure.
4. Be effective. The essence of quality education is high quality and high efficiency. Efficient classroom teaching must be reflected by efficient teaching behavior. I will start with language teaching, classroom management, instruction in learning methods, application of teaching methods, testing and feedback. To carry out fruitful and creative Chinese teaching practice activities to improve the efficiency of Chinese teaching.
Third, teaching methods.
Teaching methods: situational teaching method, game method, etc.
Fourth, the teaching plan
March theme content: capable me
The first week, praise yourself.
The second week, let's see whose mouth is smart.
In the third week, I wrote a letter to my mother.
Week four, who needs my help?
April theme: spring scenery
In the first week and spring, the rain came like this, a doll of clouds.
The next week, I will tell you the quiz song.
The third week, little mouse and big whale. Who am I?
Fourth week, it's good to have friends.
June theme: Happy summer
The first week, great dad
The second week, the fish "words"
The third week, my picture story book.
July theme: I said, you listen.
Who was brave in the first week?
The second week, colorful songs
The third week, the waves
Shortcomings and improvement strategies of Chinese teaching in kindergartens 6 This semester, we will make a teaching plan around the syllabus, and we will also pay attention to understanding the spirit of the syllabus when implementing specific activities. In the division of curriculum field, it is also divided into five fields: Chinese, science, health, society, art and society. The integration of syllabus and kindergarten teaching concept is the basis of curriculum development. Set the teaching objectives for this semester as follows:
First, the language field:
1, encourage children to actively communicate with others and experience the fun of language communication; Guide children to correctly use polite expressions such as "hello", "thank you", "sorry" and "it doesn't matter", and guide children to express their needs, requests and wishes in words.
2. Guide children to listen to others quietly and act according to simple language instructions; Guide children to listen to other people's stories, read children's songs and read familiar and interesting picture books with others.
3. I like stories, nursery rhymes and other literary works, have a preliminary understanding of their main contents, and are willing to perform and tell short stories and nursery rhymes that I am interested in.
4. Love reading, learn how to read books from front to back, cultivate children's awareness and methods of using and caring for books correctly, and help children develop reading habits such as not tearing books, not folding books, washing hands and reading again.
5. Pay attention to the conversation between teachers and peers and understand simple behavioral requirements.
6. Willing to learn Mandarin, like talking with teachers and children, boldly expressing their demands and wishes, and willing to answer questions raised by others.
7. In the game of life, learn to distinguish easily confused sounds in Putonghua, understand simple language instructions and act accordingly.
Second, the health field:
1, adapt to the collective life and keep a happy mood in the activities.
2. Guide children to eat, drink and sleep on time. Teach children to tell adults when they need to go to the toilet, and gradually adapt to the toilet environment in kindergarten.
3. Cultivate children to master how to put on and take off simple clothes, shoes and socks. Guide children to learn to fold clothes.
4. Cultivate children to master the correct methods of washing hands, brushing teeth and washing faces. Teach children to wash their hands before meals, after defecation or when their hands are dirty, and rinse their mouths after meals.
5, learn to eat independently, gradually like to eat all kinds of food, will eat correctly with a small spoon, not picky eaters.
6. Guide children to learn the common sense of protecting teeth, nose and other five senses, tell the teacher when the body is abnormal, and know that they should cooperate with treatment when they are sick.
7. Cultivate children's initial safety awareness, know common dangerous places and articles, and use toys or tools carefully.
8. Cultivate children's interest in participating in sports activities, enjoy participating in sports activities and experience the joy of sports.
9. Guide children to learn to walk and run naturally; Learn to stand still and jump; Practice walking in the middle of parallel lines with a certain distance and on slopes with a certain height; Practice face drilling and crawling with hands and knees; Learn to roll the ball, etc.
Third, the social field:
1, guide children to get familiar with the kindergarten environment, know teachers and companions, and feel the happiness of kindergarten life.
2. Guide children to learn to use polite expressions such as "hello", "goodbye", "please" and "thank you" to communicate with others.
3. Guide children to know their names, gender and family members, and know the names and classes of kindergartens.
4. Educate children to cherish toys and books and put them back after use.
5, in life, understand and learn to abide by some basic rules.
6. Be able to greet people politely, ask for help and express gratitude. Inspired by adults, you can comfort, care and help others, and respect your parents and elders.
7. Willing to do what you can, not relying on adults.
8. Educate children to get along well with children, and don't compete or monopolize toys; There are interesting things to play with or take turns with children.
Fourth, the art field (music):
1, like music activities, get happiness in the activities, and initially get a good experience.
You can express your understanding and feelings about the content and emotion of songs or music by singing and simple actions.
3. Initially develop the habit of using musical instruments correctly.
4. Be able to basically and accurately sing songs with five tones within the range of six degrees, and basically sing songs, rhythms and melodies with half, quarter and eighth tones, and try to express your feelings by adding simple actions, and try to imitate some lyrics of a phrase in a familiar song.
5. Guide children to appreciate songs and music with vivid images and simple plots, help them understand and appreciate the contents of the works, and try to express them with actions.
6. I like to enjoy music, feel and understand the contents and emotions of songs, instrumental music and dances with vivid images, and participate in appreciation activities with free rhythm.
Shortcomings and Improvement Strategies of Kindergarten Language Teaching Part VII Activity Objectives:
1. Learn to imagine by looking at the icon and speak it coherently.
2. I will move to a place with life experience, transport pumpkins beside rabbits, think positively, imagine reasonably, come up with various ways to transport pumpkins and experience the fun of creation.
3. Experience the happiness brought by unity and mutual assistance.
Activity preparation:
1, 3 pictures of rabbits carrying pumpkins.
2. Some story books told by children
3. Gou Xianbi
Activity flow:
First, introduce dialogue to stimulate interest.
Teacher: Who is a guest in our class (Rabbit)? Do you know what rabbits like to eat? (Grass, radish, vegetables) What else does it like to eat? You will understand after reading this big book.
Second, the child looks at the picture and creates the first picture.
3. As the picture unfolds, an icon appears on the picture ○ The child boldly imagines according to the existing life experience.
Teacher: The rabbit walked and saw a round thing in the distance. Hey, what could it be? What is the rabbit thinking and doing?
Children tell ...
Teacher: Let's see what the rabbit sees. (Pumpkin) Wow! Such a big pumpkin, who will say something nice about this big pumpkin?
Young: Golden Pumpkin
Young: Big and round pumpkin.
Young: chubby pumpkin
Teacher: How about pumpkin (big) and rabbit (small) (show Chinese characters big and small)
The teacher performed a pantomime and the children guessed the meaning.
Yang: The teacher said the children performed.
Teacher: Have you ever seen pumpkins? What can pumpkin be used for?
Yang: Pumpkins can be made into pumpkin pie.
Teenager: Pumpkins can be boiled into pumpkin porridge.
Teacher: The food made from pumpkin is very nutritious and can make you grow taller and smarter.
What was the rabbit thinking when he saw the pumpkin? How?
Little Nutbrown hare thought, Yes, I can take it home as a snack.
Little Nutbrown hare thought, I will take it home to make my mother happy.
Teacher: Did the rabbit take the pumpkin home? Let's look at the last picture. What does it say?
Children tell ...
Fourth, children draw various ways to transport pumpkins home through painting.
Teacher: The pumpkin is big and the rabbit is small. How did it move home?
Children tell ...
Teacher: Please turn to the blank on page three and draw your good idea with Gou Xianbi. After that, tell it to the visiting teacher and see who can figure out a way to get the red flag first.
Children think while drawing.
Teacher: Who will tell you your way of thinking?
Children tell ...
Teacher: Children should use their brains when they encounter difficulties, and they will definitely come up with good ways to overcome them.
Please put your ideas into the story and tell them to the children next to you from the first page.
Children tell ...
Teacher: The story is over. Do you know what rabbits like to eat? (pumpkin)
The story has no name yet. Who will give it a name?
Yang: Rabbits look for things, rabbits move pumpkins ...
Teacher: My little brother and sister want to hear this story, too. Let's go out and tell them.