In all fields of society, everyone must be exposed to papers. Paper writing can cultivate our ability to think independently and innovate. So do you know how to write a good essay? Below are the papers in the language field of preschool education that I have compiled. You are welcome to share them. Paper 1 in the field of language in preschool education

1. Uniformity of teaching methods

Oral language teaching for preschool education students often uses Mandarin teaching and the reading of literary works as teaching content, so teachers use oral English Teaching often follows the traditional one-way teaching method, in which students demonstrate their own voice and practice together with the demonstration. In order to complete more of the content specified in the textbook, students are not allowed more time to practice the knowledge they have learned. Students are only the recipients of oral teaching, lacking two-way communication and dialogue between teachers and students. They often know what is happening but do not know why. The goal of oral English teaching for preschool students is not only to train teachers who can speak Mandarin and recite, but also to train teachers who are qualified to teach in the language field of kindergarten. Therefore, oral English teaching should be based on "practical application ability" and use this to construct a teaching system that is suitable for kindergartens. The curriculum structure required for the development of education in the language field changes the concept of learning knowledge and skills as the core of 60 Weekly Education Science 2015 Issue 2, and changes the separation of basic knowledge learning and practical ability cultivation.

2. Definition of the connotation of teaching ability in the language field

According to the requirements of oral English courses for early childhood education majors in secondary vocational schools, combined with job requirements and students’ actual job abilities, and based on the actual situation of our school According to the situation and students' acceptance ability, this article defines the connotation of kindergarten language teaching ability as the following three aspects. First, the ability to interpret, recite, demonstrate and guide children's literary works: be able to interpret and explain the theme and educational significance of the work, perceive the rhythm type, artistic characteristics and expression techniques of the work, and conduct recitation of children's literary works. A complete demonstration can provide targeted guidance for children's reading. Second, the ability to reflect on the use of spoken language in education and teaching activities: the ability to use spoken language to solve various problems according to the context of education and teaching activities, and to reflect and improve. Third, the ability to control activities in the language field of young children: have a preliminary understanding of the basic links of language field teaching in kindergartens, be able to design teaching activities according to the characteristics of children of different ages, and implement them completely.

3. Ways to improve the teaching ability in the language field of students majoring in preschool education in secondary vocational schools

According to the training goals of students majoring in preschool education in secondary vocational schools and the students’ skill base, physical and mental and cognitive rules, Reform the traditional teaching methods, integrate the original teaching materials, adjust the proportion of Mandarin training, general oral communication, and professional oral English for early childhood teachers, and especially add the "Teaching Ability in the Language Field" module to reflect the "student-centered, theory-based" Based on the teaching principles of "focusing on skills and taking abilities as the main line", we have made the following explorations.

(1) Reset the oral teaching content, enrich and improve

To cultivate the language teaching ability of preschool education students in the language field, the author first starts with the content of the oral class The settings were changed (see Appendix 1). From Table 1, it is not difficult to see that the content of oral English teaching for preschool education majors in our school has been changed from a single Putonghua proficiency test as the content and final purpose to three parts: Putonghua training, general oral training and professional oral training for preschool teachers. This kind of setting is more reasonable and more conducive to the cultivation of language teaching ability of preschool education students.

(2) Change the model of oral teaching and improve teaching capabilities in the language field

1. Construct a method of interpreting literary works and improve demonstration and guidance capabilities

( 1) Role analysis, using reading skills to correctly analyze and interpret children's literary works, is one of the teaching abilities in the language field that teachers should master. As students majoring in preschool education, if we want to have strong core language teaching abilities in kindergarten teaching, we must first start by learning how to develop children's ability to interpret literary works. Students' understanding and grasp of the themes and educational significance of children's literary works are good, but their grasp and performance of the character's character are relatively weak. To this end, I focused on character analysis and used reading skills to express the characters. For example: the use of character analysis in the children's story "The Monkey Eats Watermelon" (see Appendix 2). The 8 characters in the story, through the processing of volume, timbre, tone, and speaking speed, make the characters full-bodied and easy for students to express.

(2) Increase the use of gesture language. After one year of learning Mandarin, 98% of the students have obtained the second-level certificate of Mandarin Proficiency Test. Everyone's reading ability is relatively good, but their expressiveness is insufficient. Therefore, in the recitation of literary works in the first semester of high school, I added posture language training to cultivate students' vocal language expression. For example: the gesture language of the children's song "Pee" uses "eat the apple, or eat it if you don't want it" - facing the apple with both hands, changing directions and making actions that you don't agree with. "Play with the ball, if you don't want to play, don't play." - Change the direction to face the ball, then change the direction and make an action that you don't agree with. "Mom hugs, no hug, no hug" - Cross your hands in front of your chest (make the gesture of a mother hug) and change the direction to make a gesture of disapproval.

"Doodle Bear needs to pee" - make an embarrassed expression, cross your legs and squat (make a gesture of wanting to pee and can't hold it in) "It's a good baby if you pee in the basin" - show a happy smile and run Go to the basin and make a peeing motion. "It's not like a little mouse peeing randomly" - first tear off the headdress of Doodle Bear, then get up and make a shy move like a little mouse and run away. Gesture language enriches the image of reciting literary works, is more in line with the physical and mental characteristics of children, improves students' oral expression ability, and allows them to learn to add appropriate posture language in teaching to coordinate the expression of audio language.

(3) Change the evaluation method. Most of the spoken language teaching in secondary vocational preschool education majors uses the Putonghua proficiency test as the evaluation standard. The author has tried to change the evaluation method in cultivating students' teaching abilities in the language field. The evaluation and measurement standards for vocational speaking in preschool education majors are formulated by grade, and the assessment content, assessment standards, assessment methods and ways to achieve the standards are clarified. Each semester, oral English tests with different contents are conducted on students according to the standards. This training model has improved students' ability to guide children's literary works, from "being evaluated" to actively "self-evaluating", then "evaluating others", and finally "guiding others". For example: assessment and evaluation form for children's song recitation (see Appendix 3). During the assessment and test, I distributed such an evaluation form to every student. Everyone is a "little teacher" and needs to rate each student and sign his or her name at the end. Through such assessment and evaluation training, each student has clearly understood how to express the works when reciting children's songs, and also understands how to evaluate and guide children's recitation in future teaching.

2. Change the classroom teaching model and improve the ability to reflect.

The ability to reflect on the use of spoken language in educational and teaching activities is a key professional skill that needs breakthroughs in spoken language teaching. In practice, I work closely with teachers from the "Children's Literature" and "Kindergarten Activity Design and Guidance" courses to change the classroom teaching model and use the five steps of "seeing", "listening", "telling", "acting" and "evaluating" to improve students' reflective ability.

(1) Watch and organize students to watch teaching demonstration videos of excellent kindergarten teachers, learn the standardized kindergarten language activity process, and reflect on how to organize teaching activities. For example, watch the teaching videos of Ying Caiyun, a national special teacher, "The Sound of the Jar", "Uncle Bear's Birthday Party" and "The Mouse Gets a Bride", etc., and write down your reflections after watching them.

(2) Go to the kindergarten to listen to the open classes of outstanding teachers, look for the "highlights", and compare them with your own simulated classes to find the shortcomings. Reflect on how to improve and improve. For example, we work closely with the school's practical training base to select open classes from outstanding preschool teachers, lead students into the kindergarten to listen to classes, and guide students to write lecture notes and write reflections on lectures.

(3) Conduct speaking training in accordance with the requirements of the kindergarten language activity class. Students think and write reflections, and then improve the second lecture training based on the reflections.

(4) Based on the places where children live and study, such as kindergartens, buses, playgrounds, supermarkets, etc., students in the class are divided into groups to engage in oral communication activities, allowing them to role-play and simulate social interactions. The characters in the activity, including adults of different ages and occupations, and children of different genders and temperaments, carry out daily oral communication activities. For example, shopping in the supermarket, giving up your seat on the bus, teachers handling fights between children in kindergarten, etc. Reflect on each "performance" - whether it conforms to the child's personality characteristics, whether it conforms to the concept of education and teaching, etc. Through such "performances", students not only gain an understanding of children's learning and life, but also improve their reflective abilities during the activities.

(5) Evaluation: Carry out self-evaluation and mutual evaluation for each activity, and teachers guide students to reflect. For example, during the summer vacation of the first year of high school, students are required to practice kindergarten practice activities for at least one week and submit records and summaries of internship activities. When returning to school, students will conduct self-evaluation and peer-evaluation exchanges in groups, with teacher guidance.

3. Create practical drill classes - improve the ability to control language field activities

The cultivation of language field teaching ability of preschool education students requires a lot of time and repeated training. I conducted the following explorations:

(1) Create specific teaching situations. Many literary works in the textbooks "Children's Literature" and "Preschool Teachers' Spoken Language" are the same. I combined them with activities in the language field of kindergartens. "Five-step simulation teaching". For example, choose literary works such as "The Little Brother and the Kitten", "The Quarrel at the Dictionary's Father-in-law's House" and "The Monkey Eats Watermelon" for training. The first step: Ask the teacher of the "Children's Literature" class to analyze the work from a literary perspective in his class, clarify the theme and educational significance; the second step: the author provides teaching guidance on the recitation and performance of the work in the oral class; third The third step: Ask the teacher of the "Activity Design" class to guide the students to carefully design the language teaching links and activity methods of the work; the fourth step: Carry out teaching simulation practice in the speaking class according to the designed plan, and the students take turns playing the role of "teacher" and "children"; Step 5: Ask the teacher of the "Activity Design" class to guide the students in their class to reflect on the teaching simulation practice in the oral class. Through these five steps of teaching, students can understand the "whole teaching process." What needs to be emphasized is that our purpose is not to teach them how to teach, but to enrich students' oral expression content and methods and improve their oral English through cooperative training in three courses. The purpose of expressive ability and ability to control activities in the language field.

(2) The step-by-step training model of "individual→group cooperation→individual". In the teaching of independent classes, the author lets students study on their own first, then cooperates in groups to prepare lessons, and recommends "little teachers" to teach. In this training model, students are in charge of the class, but teachers are not just spectators. They must carefully record class records, write down evaluations in a timely manner, and think about how to help students improve and improve. For example, in the organized teaching of the children's song "Sun Wukong Fights Monsters", I require individuals to recite the children's song first, then work in groups to perform the children's songs in different roles, and then select "little teachers" to organize language activities on the basis of recitation and performance. When organizing the activity, it is divided into two steps. The first step is for four students to each take on part of the "Introduction", "Teaching Process One", "Teaching Process Two" and "Activity Summary". The second step is for one student to take on the complete part. teaching activity process. There are far more ways to improve the language teaching ability of preschool education students than these, and there are many issues worthy of exploration and attention. The several approaches mentioned by the author in the article are only an idea to effectively improve students' language teaching ability, rather than a fixed model. I hope to receive everyone's criticism and correction. Paper 2 in the field of language in preschool education

Abstract: It is of great significance to cultivate children’s language thinking in preschool education. It effectively expands their horizons, strengthens their knowledge and improves their self-confidence. Contact with basic education laid a solid foundation. In actual preschool education, we should start from the actual age of children, construct language and thinking ability educational activities that are consistent with the level of children's psychological development, and organize children to participate in the process of language and thinking ability cultivation in a planned and regular manner, so that children can read more, Practice and speak more to develop good language habits. This article conducts in-depth research on how preschool education can cultivate children's language thinking ability, and proposes countermeasures to cultivate children's language thinking ability from the perspective of building a language environment, hoping to help preschool education build an excellent language thinking ability cultivation environment.

Keywords: preschool education; young children; language thinking ability

Language education in early childhood is an important and critical stage, and it is also the main stage in the formation of children’s language thinking ability. . Therefore, the primary task of preschool teachers in preschool education is to cultivate children's language and thinking abilities, and it is also very important to implement this education well in preschool education. How to cultivate children's language thinking ability in preschool education? This article believes that the basis of language thinking ability is to cultivate children's interest. With the support of interest, continuous enrichment of learning life and the construction of an excellent learning environment can effectively cultivate children's language thinking ability. In specific education, we should design reasonable teaching content for children based on their actual psychological conditions, enrich teaching methods as much as possible, and continuously allow children to accumulate knowledge, expand their horizons, strengthen cognition, and have a deep understanding of the things around them. Improve children's language and thinking ability and children have also developed comprehensively.

1. Stimulate children’s interest in language in daily life

Interest is the motivation for people to learn, and children are no exception. Only when driven by interest can children's thinking and language abilities be greatly improved. To stimulate children's interest in language, learning and life must be closely connected with things around children, such as characters, pets, natural environment, social environment, etc. Young children allow their senses to interact with these things through personal experience, constantly acquire knowledge and information, and then convert it into their own language thinking. Therefore, to stimulate children's interest in language, it is necessary to build a rich and colorful language environment for children.

1.1 Build a good outdoor language environment: The main place for preschool education is indoors, so the first task of preschool teachers is to build a good indoor language environment for children. The author once built a "secret room" for young children during indoor teaching, which not only made full use of the indoor space, but also made the indoor learning environment much quieter. Some children are naturally introverted. The author found that these introverted children can speak freely in the secret room, as if they have become the masters of this space. The secret room allows every child to express his or her own thoughts and opinions, and stimulates children's curiosity and interest, allowing them to better participate in indoor language education.

1.2 Build a rich and diverse language environment: The foundation for cultivating children’s language thinking ability is based on rich language, so it is necessary to build a rich language environment. In different language environments, children practice and think about language in different ways. Through the guidance of kindergarten teachers, children will have a deeper understanding of language, thus achieving the goal of cultivating children's language thinking ability. In children's daily learning life, preschool teachers should be good at communicating with children, constantly encourage children to speak more, see more, and listen more, and through active communication, children's language and thinking abilities can be subtly improved. In addition, in collective children's learning activities, special attention should be paid to stimulating children's interest in language, providing children with a platform to speak and building a good language environment, so that children can stimulate interest in learning, gain knowledge in life, and let children The language thinking ability has made huge progress.

2. Stimulate children’s language behavior through games

There is a very close relationship between language and thinking, and language is mixed with many thinking components.

Usually young children have a strong desire for verbal expression. However, due to the asynchrony between language ability and thinking ability, children are usually unable to express the ideas they want to express through language. As a result, children's desire for verbal expression will gradually decrease. They develop timidity, lose confidence in verbal expression, and dare not speak in public. Children with more severe symptoms are not even willing to answer other people's questions, nor will they take the initiative to ask questions to others, thus lacking opportunities for communication. Therefore, the cultivation of language and thinking ability must be done through games to keep children in a happy and relaxed state. Language thinking ability is an important tool for communication, and this tool must be used throughout the game. Games not only put children in a relaxed state, but rich games also cultivate children's language and thinking skills. Therefore, in cultivating children's language thinking ability in preschool education, we must pay attention to the function of games, so that children can continuously practice and master language thinking ability through games.

3. Cultivation of language thinking ability and implementation of ideological and moral education

Ideological and moral ability is also an important part of language thinking ability. People must abide by certain moral principles in their communication. This is The basics of treating people. Politeness is divided into two aspects. One is behavior. Good behavioral style can make others feel comfortable; the other is language expression ability. Speaking is an art. Having good language thinking ability can make others feel comfortable. I know what words to say on what occasions, what way of speaking to use when in contact with what kind of people, and appropriate language and thinking expression skills, which can keep people relaxed and happy when communicating with others. Therefore, in cultivating children's language and thinking ability in preschool education, ideological and moral education must be implemented into it. In actual teaching, preschool teachers can read some world classic fables to children and tell them what this fable means, so that children can understand the ideological and moral connotations, so that children can continue to enrich their language and thinking abilities. Ideological and moral content.

4. The development of occasional language thinking ability education in preschool education

Thinking and language have a very close relationship. Without language, there will be no progress in thinking, and without language, thinking will not be achieved. Express. In preschool education, we must always pay attention to the development of children's language thinking ability, and continuously enrich the development paths of children's language thinking ability by enriching teaching content and methods, so that children can comprehensively improve their language thinking ability from multiple angles. In preschool education, traditional language education adopts the form of indoctrination, which believes that children's language ability is improved through continuous imitation. In fact, this teaching method cannot promote the all-round development of children, and it also seriously neglects the cultivation of language thinking ability. Therefore, in the future training of language thinking ability, it is necessary to continuously enrich the language environment of children and enrich the language thinking ability. The means of training can comprehensively improve children's language and thinking abilities.

5Conclusion

The cultivation of children’s language thinking ability in preschool education cannot only rely on traditional indoctrination methods. It is necessary to build a rich and colorful language environment and to enrich teaching. The content and means enable children's language and thinking abilities to be fully developed. In addition, the rapid development of information technology provides abundant teaching resources for preschool education. Preschool teachers must seize this opportunity and work hard to cultivate children's language and thinking abilities.

References:

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[2] Huang Shengqin. A brief discussion on how to improve children’s language ability [J]. Urban Tutoring (Second Half of the Month), 2014, (5): 202-202, 203.

［3］Gao Chunxia. Create a good language environment and develop children’s language communication ability［J］. Examination Weekly, 2013, (99): 184-185.

［4］Liu Tao. A brief discussion on how to cultivate children’s language thinking ability [J]. Future Talents, 2016, (12): 278.