以绘本教学促进幼儿语言与思维协同发展
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摘要
学前期是幼儿语言发展的关键期,作为深受幼儿教师和幼儿喜爱的绘本教学是幼儿园语言教育活动的主要形式之一。但是,目前绘本教学存在的问题是教师的教学方式简单,教学效果不理想。问题的症结在于很多幼儿教师忽略了语言与思维的关系。思维是语言的基础,语言是思维的内容,二者相互促进,共同发展。幼儿学习语言的过程也是语言与思维相互转化的过程。因此,在绘本教学中需要教师重视语言与思维的相互作用,为幼儿选择适宜的绘本、创设良好的语言环境、丰富教学形式,以更好的促进幼儿语言与思维的相互转化,实现二者的协同发展。
Pre-school is the key period for the development of children's language.Picture book teaching,which is deeply loved by preschool teachers and children,is the main form of kindergarten language education activities.But at present,the problems of picture book teaching are that the teaching method of teachers is simple and the teaching effect is not ideal.The crux of the problem is that many kindergarten teachers neglect the relationship between language and thinking.Thinking is the basis of language and language is the content of thinking.They promote each other and develop together.The process of children's language learning is also a process of mutual transformation between language and thinking.Therefore,in picture book teaching,teachers need to pay attention to the interaction between language and thinking,select appropriate picture books,create a good language environment and enrich teaching forms,so as to better promote the mutual transformation of language and thinking,and achieve the coordinated development of the two.
Pre-school is the key period for the development of children's language.Picture book teaching,which is deeply loved by preschool teachers and children,is the main form of kindergarten language education activities.But at present,the problems of picture book teaching are that the teaching method of teachers is simple and the teaching effect is not ideal.The crux of the problem is that many kindergarten teachers neglect the relationship between language and thinking.Thinking is the basis of language and language is the content of thinking.They promote each other and develop together.The process of children's language learning is also a process of mutual transformation between language and thinking.Therefore,in picture book teaching,teachers need to pay attention to the interaction between language and thinking,select appropriate picture books,create a good language environment and enrich teaching forms,so as to better promote the mutual transformation of language and thinking,and achieve the coordinated development of the two.
引文
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[4] 姚琼.浅论语言影响思维[J].文学教育(上),2012(10):144-145.
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[6] 王静,卢清.儿童绘本相关研究文献综述[J].陕西学前师范学院学报,2017,33 (12) :14-17.
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[9] 杜敏.营造语言环境,发展幼儿语言[A]//教育部基础教育课程改革研究中心,2017年区域优质教育资源的整合研究研讨会成果集,2017.
[10] 谢锡金,林伟业,林裕康,罗嘉怡.儿童阅读能力进展——香港与国际比较[M].香港:香港大学出版社,2005.
[11] 陈雅典.幼儿绘本多元阅读教学的实施策略[J].学前教育研究,2015(10):70-72.
[12] 支娜.幼儿园集体教学中教师提问方式的特点与改进[J].学前教育研究,2010 (2):63-69.
[13] 毕月花,马玉霞,汪念念.幼儿教师在语言教学活动中有效提问的研究[J].兰州教育学院学报,2011 (1):147-149.
[14] 王晓斐,辛琦媛.幼儿园绘本教学现状的调查研究——以济南市S幼儿园为例[J].陕西学前师范学院学报,2018,34(2):15-19,23.
[15] 松居直.我的图画书论[M].长沙:湖南少年儿童出版社,1997.
[16] 毛淑娟.幼儿园游戏与课程教学的整合研究[J].山东社会科学,2016(S1):285-286.
[2] 许亚静.在语言教育中培养幼儿的创造性思维探究[J].新课程(综合版),2018(6):127.
[3] 瞿霭堂.思维·思想和语言[J].民族语文,2004(3):1-8.
[4] 姚琼.浅论语言影响思维[J].文学教育(上),2012(10):144-145.
[5] Lo·R·S.Developing Children’s Critical Thinking through Picturebooks:A Guide for Primary and Early Years Students and Teachers by Mary Roche[J].Childrens Literature,2016,44(1):256-261.
[6] 王静,卢清.儿童绘本相关研究文献综述[J].陕西学前师范学院学报,2017,33 (12) :14-17.
[7] Fung,Irene Y Y ,Judy M ,et al.Teaching school children to think critically in language arts:how and why?[J].Education-line,2004.
[8] 刘丹娜.3-6岁幼儿绘本阅读的偏好研究[D].沈阳:沈阳师范大学,2011.
[9] 杜敏.营造语言环境,发展幼儿语言[A]//教育部基础教育课程改革研究中心,2017年区域优质教育资源的整合研究研讨会成果集,2017.
[10] 谢锡金,林伟业,林裕康,罗嘉怡.儿童阅读能力进展——香港与国际比较[M].香港:香港大学出版社,2005.
[11] 陈雅典.幼儿绘本多元阅读教学的实施策略[J].学前教育研究,2015(10):70-72.
[12] 支娜.幼儿园集体教学中教师提问方式的特点与改进[J].学前教育研究,2010 (2):63-69.
[13] 毕月花,马玉霞,汪念念.幼儿教师在语言教学活动中有效提问的研究[J].兰州教育学院学报,2011 (1):147-149.
[14] 王晓斐,辛琦媛.幼儿园绘本教学现状的调查研究——以济南市S幼儿园为例[J].陕西学前师范学院学报,2018,34(2):15-19,23.
[15] 松居直.我的图画书论[M].长沙:湖南少年儿童出版社,1997.
[16] 毛淑娟.幼儿园游戏与课程教学的整合研究[J].山东社会科学,2016(S1):285-286.