Research On The English Story Teaching In Kindergarten

The early English education has always been the issue that people cared about. With the reform and opening to the outside world in the 20th century, English education has been necessary in China, which brings out a chance to children's English education. In 1980s or 90s, English education has extended to pre-school area. All kinds of English teaching courses or activities were arranged in a number of kindergartens. Some social powers began to set up schools extremely active forming a powerful English learning atmosphere. Researches on early childhood English teaching are also increasingly in-depth. From the perspective of teaching children English, it was still at the exploratory stage. Kindergartens in the process of implementing English language education learn some theories of teaching method from abroad. During the process of pursing from abroad blindly, they seldom take the validity into account. The research based on the combination of theory and practice makes some analysis of story-based approach in English teaching in kindergarten.The first part introduces the current situation at home and abroad of story teaching and its weak points, as well as the research clues and methods.The second part puts forward the concept of kindergarten English story teaching. And describes the three features: taking English story as a carrier, taking advantage of story telling and story performance, and improving children's English level. This part puts forward the function of kindergarten English story teaching. It also looks for theory support from neurolinguistics and social construction theory of learning.The third part introduces the practical pattern in kindergarten English story teaching and tables a proposal on the target of kindergarten English story teaching. This part also puts forward different method of classifying English story teaching. It also introduces the standard of the choices of English story.It also introduces the process of teaching stories in kindergarten, which includes five stages: story enjoys and comprehension, key words and sentences teaching, familiarizing children with the story, story delivering and extending.The fourth part adopts experimental method by using questionnaires, classroom observation research method as a supplement. The research taking the middle class in kindergarten as the experimental subject compares the different learning effect between the method of traditional teaching and the method under the guidance of the story teaching. The conclusions are got as follows: 1. Compared with the traditional teaching method, using the story teaching method makes children's English listening, speaking level as well as the cultural consciousness to be improved greatly. 2. Compared with the teaching activities under the guidance of the traditional teaching method, the teaching activities under the guidance of story teaching method have more attraction to children, and children prefer to participate in it with greater concentration.