How to teach children literacy in preschool education 1 Create a relaxed and lively atmosphere for language activities.
Good activity atmosphere is the premise of children's communication, tradition? Tian Yang style? 、? Group type? Seat combinations limit children's communication space. In language teaching, teachers should pay attention to cultivating children's communicative competence, and at the same time, they should always be a conscientious person, find out the bright spots of each child in time and praise them in time.
In language activities, I change the combination of children's seats according to the different activities, so as to enliven the classroom atmosphere and facilitate children's communication with each other. For example, when teaching clapping children's songs, there are two rows of seats. When speaking in different roles, press? ○? In the activities, teachers try their best to communicate with each group or each child and participate in children's activities, which greatly shortens the distance between children and teachers and harmonizes their relationship. The intimate communication environment promotes children's thinking and communication and forms an equal and harmonious relationship. To train children's active communication skills in language games, children's communication often shows certain tendencies and differences due to different cognitive levels and different' personalities'.
In activities, children who are active in thinking and lively and cheerful can often find communication partners, while students with slow intellectual development, poor expressive ability and poor interpersonal skills often have poor communication partners. To this end, I often ask children to find a new partner every time they play language games together. For example, am I playing a language game? Build a train? During the activity, I divided the children with strong communication skills into several groups, each looking for a carriage, and finally compared who had the longest train. In this way, many children who usually don't want to communicate more are invited to drive a small carriage and play games with them, so that some introverted children become cheerful. Gradually, those people with weak communication skills will become locomotives, take the initiative to invite others, thus constantly improving their communication skills.
2. Let children accept the influence of words through corresponding association.
According to the thinking characteristics of small class children's intuitive images, we choose "corresponding association method" as the main means of our literacy teaching. The so-called corresponding association method refers to children's perception and understanding of pictures, using the corresponding relationship between pictures and words to read, thus cultivating children's rich associations and achieving the goal of happy literacy.
Generally speaking, when we teach literacy, we first show the new words, and then show the pictures corresponding to the new words. For example, at the beginning of the activity, we first show "Apple". When children don't know the Chinese character "Apple", we will show pictures of "Apple" to guide them to observe the pictures, and then we will ask questions. First, we will ask, "What is this?" Children will use life experience to correspond to pictures one by one, then give feedback through language expression, and then ask the second question on the basis of knowing and understanding the object, asking: "What kind of apple is this?" At this time, the child will associate the picture of "Apple" provided by the teacher with the physical impression he has heard and heard in the past, and will answer "Red Apple". "Round apple." "Sweet and sour apples." It can be seen that the accumulation of daily life often has deep memories.
With colorful and vivid pictures and persuasive language tips, children's thinking activities become active, literacy activities become relaxed and happy, and children are influenced by words in a relaxed and happy way. Literacy activities are no longer boring, but a beautiful process of experiencing success and happiness.
3. Let children experience the fun of literacy with games as the carrier.
In the past practice, we found that children in small classes have resistance to literacy cards because of insufficient knowledge accumulation and short time of intentional attention. Makarenko, a famous educator, said: To cultivate future activists, we must first start with games. Games are children's nature, and children are the most active in games.
Children can find a bridge to language and writing through symbolic activities of games, so we regard games as the carrier of happy literacy teaching activities for small class children. For example, in the real fruit shop scene, the teacher plays the role of "clerk" and the children play the role of "customers" who buy fruit. The "shop assistant" is introduced in detail, and the "customer" is free to choose. In the process of buying and selling, children's "touch, look, listen, mouth and hands" also make children feel the heartfelt happiness of literacy, arouse the passion of "happy literacy" and repeatedly ask for "one more time". This process creates a comfortable and inspiring environment for children. This kind of teacher-student interaction, life-oriented interaction, avoids mechanical monotonous practice, so children often enjoy it.
In addition, we also arranged games such as "hide-and-seek", "find friends" and "match" to stimulate the interaction between children, so that children can find, point with their hands and read with their mouths respectively. In the process of active participation of various senses, we once again help children learn one-on-one perception, let children associate what they perceive, and realize the meaning of language and words. With the accumulation of children's literacy, change the game materials in time, change the game mode, increase the difficulty of the game, and constantly stimulate children's interest in learning Chinese characters.
4. Under the premise of the theme situation, let children be interested in literacy content.
The so-called theme situation is the creation of environment and the content of literacy. Around the same theme, new words are constantly developed according to the theme. On the choice of theme situation, on the one hand, it pays attention to catching children's interest hotspots in time and paying attention to children's interest needs. For example, the theme of "My Favorite Food" stems from children's own preference for food, which induces children's existing experience, preference and perceptual experience of food, and makes children more familiar with words such as "fruit", "snacks" and "drinks" related to this theme. Therefore, they are interested in continuing to learn new words such as "apple", "pear" and "French fries" developed from "fruit" and "snack". Children will also take the initiative to associate the words they have learned with their existing life experiences, so that their interest and confidence in literacy will double.
On the other hand, pay attention to the connection between the selected theme and children's life, and use children's familiar knowledge of family, nature and life to develop. The theme scenes created are very familiar to children, such as the theme of "I love my family", in which there are dear parents, grandparents, my parents love me and I love my parents. How can the words developed from this theme not make children feel more intimate, so as to produce the effect of natural acquisition?
In addition, there are themes such as kindergarten life that children are familiar with and animal parks that children like. Because children's interest is the premise, the effect of children's literacy is quite good. In addition, we also attach great importance to the creation of the environment and the organic integration of literacy content, so that children can hear and listen, fully mobilize their senses, further play the role of the environment and let children interact with the environment. This conforms to the characteristics of small class children's overall perception and understanding, and also conforms to the basic laws of literacy teaching. The centralized presentation and repeated appearance of Chinese characters are conducive to further stimulating children's interest in happy literacy and providing a strong guarantee for the smooth development of literacy teaching.
In our language teaching activities, we should not only praise those children who are good at communication, but also encourage and praise those children who have made progress in communication, especially those who are not good at communication, so as to make them more enthusiastic and confident in future communication activities.
In short, after nearly a year's study and exploration, we are delighted to find that the relaxed and harmonious theme situation fully meets children's interest needs and pays attention to the window of opportunities for children's development. Literacy teaching is carried out under the background of integration, which publicizes children's personality and respects their choices. Children have become active in learning Chinese characters, and their language expression ability, thinking ability, behavior habits and cognitive level have all undergone gratifying changes. It also aroused parents' concern about our happy literacy activities, so families and kindergartens worked together to form a joint force of one plus one greater than two, and achieved the best effect of happy literacy.