(A) the significance of the study

Language is one of people's important abilities and plays an irreplaceable role in social life. Language is the most effective and direct tool for human beings to exchange ideas and information. "Language is the foundation of all intellectual development and the treasure house of all knowledge. At the same time, the understanding of everything must start from it, go through it and return to it. " The research of developmental psychology shows that childhood is the best time for language development, so we must seize this "golden time" to promote the development of children's oral and written language correspondence ability, visual perception and discrimination of children's written language, and promote the development of children's thinking.

However, language teaching activities are the main channel for children to gain language experience. The outline clearly points out that "the main way to develop children's language is through education in various fields", so it requires "expanding children's experience in colorful activities and providing conditions to promote language development". Then, it is particularly important to improve the effectiveness of Chinese activity teaching.

(B) Research background

Seriously analyze and reflect. The effectiveness of classroom teaching includes negative effect, ineffectiveness, inefficiency and effectiveness. Analyzing the current situation of classroom teaching in recent years, it is obvious that some language teaching activities belong to the category of inefficient teaching.

1. From the analysis of the mode of language teaching activities, teachers lack the research and mastery of the mode of language teaching activities, and there is a strange phenomenon that all language teaching activities are a mode. For example, confuse talking activities with telling activities.

2. From the analysis of "strategic preparation ability to become a fluent reader", children do not have the strategy and ability to question difficult questions. When designing teaching activities, teachers did not design children's questioning sessions, children's learning methods, and lack the cultivation of children's problem-solving ability.

3. From the analysis of "visual perception and discrimination ability of written language", most teachers separate language activity teaching from children's cognition of Chinese characters. Professor Zhou Jing, an expert in early childhood education, pointed out: "It is necessary to cultivate children's interest in simple marks and written symbols that are common in life. Use books, paintings, etc. to arouse children's interest in books, reading and writing, and cultivate children's previous literacy skills. " "In the process of reading with children, adults can help children understand the corresponding relationship between words and oral language in the book ..."

4. From "Enriching children's spoken English and enhancing children's sensitivity to language and grammar". In language teaching activities, teachers do not presuppose what words children need to use in this activity to tell the object concretely and vividly. As a result, children in language activities show insufficient vocabulary accumulation, dry speech and pale language, and can't express what they see, hear, think and feel with more appropriate words.

5. Analysis of the activity objectives set by teachers: First, the objectives are not comprehensive enough, too big, too general and lack of pertinence. For example, a teacher set a goal like this: "I can feel the pleasure of communicating with others and express my views actively and boldly;" According to their own interests and needs, for the purpose of happiness and satisfaction, freely choose and actively participate in activities; Cultivate children's spirit of learning to cooperate with others in' regional' activities. "This goal is simply' cool oil', which activities and subjects are applicable. Second, the activity goal is not specific. Example: A teacher set the goal of "My Favorite Toys" as follows: "With the encouragement of the teacher, I can actively participate in the activities, boldly express my wishes and tell my favorite toys; Cultivate children's imagination and train children's oral expression ability; Cultivate children's good habits of caring for toys and sorting them out. "Third, the development goals of children's abilities are not specific. For example, a teacher has set the goal of "cultivating children's oral expression ability". This goal does not depend on what kind of ability or spoken language, which word or sentence pattern to cultivate children.

6. Analyze the teaching and research atmosphere in the park. Although teaching and research activities are often carried out, the significance of research is not well understood; The number of people studied is small and the circle is too small; The research content often floats on the surface and lacks the depth of research; The research organization is not perfect and the responsibility is not implemented.

Second, the theoretical basis of the research

(A) Confucius' theory of "knowledge-happiness-goodness". Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy."

(2) Xunzi's theory of "smell-see-do". Xunzi said, "If you don't smell it, you will have it; if you don't see it, you will have it; if you don't know it, you will have it; if you know it, you will not." Learn to stop. "

(3) The theory of "learning-asking-thinking-distinguishing-doing" in The Doctrine of the Mean. There is a saying in The Doctrine of the Mean: "Be knowledgeable, interrogate, think carefully, distinguish clearly and stick to it."

(4) Dewey's famous saying: "I have heard it, but I forgot it; I have seen it, and I remember it; I have done it, I have studied it. "

(5) M. Hillberman-the quantitative theory of effective teaching.

(6) The Theory and Strategy of Effective Teaching by Professor Cui Yunkuo.

Third, the main content and objectives of the study

(A) Research content

1. Analysis and research on the factors affecting the effectiveness of language teaching activities in kindergartens.

Judging from the objective requirements of the new syllabus for Chinese teaching activities, the most important factors affecting the effectiveness of Chinese teaching activities in kindergartens are: the effectiveness of achieving educational goals, the effectiveness of subject participation, the effectiveness of knowledge construction, the effectiveness of teacher-child interaction and the effectiveness of children's development.

2. Explore the strategies and basic ways to improve the effectiveness of kindergarten language teaching activities.

(1) The effectiveness of teaching material processing; (2) the effectiveness of teaching objectives; (3) The effectiveness of teaching activity strategies; (4) the effectiveness of classroom evaluation; (5) Reflection on the effectiveness of Chinese activity teaching.

(B) Research objectives

Based on the reality of our kindergarten, we should explore, reflect and summarize the effective strategies of kindergarten Chinese teaching activities in practice, accumulate effective first-hand research materials and achievements, provide some teaching cases, lessons and models for future Chinese teaching activities and teaching activities in various disciplines, and promote the research on the effectiveness of activity teaching in five fields.

Fourth, research methods and steps

research method

The following research methods are adopted in this topic:

1. Action research method: According to the expected research goal, adopt the research method of "planning-action-observation-reflection-revision-action-observation-reflection … and draw a conclusion". In the process of research, we should closely combine research with practice, practice, explore, test, improve, summarize and accumulate, and explore effective methods to improve the efficiency of Chinese teaching activities.

2. Observation methods: This study adopts the methods of investigation, diary description, list and detailed record. Through the comprehensive application of several methods, we can understand children's oral expression ability, and make qualitative and quantitative analysis and research on it, and study and analyze children's cognitive development, speech development, personality development and emotional development in language. The case of teacher activity design and teaching effect are repeatedly analyzed and studied, and practical action plans and measures are worked out.

3. Literature analysis. Based on the Outline, this study carefully consulted the works and achievements of experts and scholars related to the project, downloaded the materials related to the project, read relevant books on educational theory, made clear the value and feasibility of the research, and formulated the research objectives and implementation plans.

(2) Research steps

The research of this topic lasted 14 months from June 2006 to June 2007. In February 2007, the kindergarten board leaders, professors from the Academy of Fine Arts and related experts made a preliminary evaluation of the project, and the project was scheduled to be completed in February 2008.

Step 1: Organize the preparation stage (2006.438+00—2006.438+02). The main work is as follows: ① Carefully select and set up a research team. (2) Data collection, collation and compilation. ③ Strengthen teacher training and guide theoretical study. On this basis, a systematic theoretical conception is formed and a specific research plan is formulated.

Step 2: Pre-research stage (2007.1—July 2007): Identify individual classes to conduct pre-experimental research, and conduct case studies and action studies at the same time. And parents, teachers and children were investigated by questionnaire, and the current situation and strategies of the effectiveness of Chinese teaching activities were investigated in depth to form an analysis report.

The third step: the overall research stage. (August, 2007-July, 2008): Conduct overall experimental research and confirmatory research, introduce facts and theoretical results, complete mid-term experimental report and write papers.

Step 4: Concluding stage (2008.8-2008.12): Finalize the research conclusions, organize expert appraisal meetings, fully popularize the research results, and do a good job in a certain scope. Introduce theoretical and practical achievements, publish papers or win prizes.

Verb (abbreviation of verb) research process and measures

(A) the research process of the effectiveness of Chinese teaching activities

1. Questionnaire survey, accumulate data, analyze data, find problems and understand the status quo.

2. Seek the core idea of research.

"Effective teaching" is a national research.