A Study On The Family Language Education Of Children In Large Class

Many scholars pointed out that children’s language learning has the critical period, the development of children’s language has the fastest speed in the specific period. It is generally believed that preschool stage is important period for children’s language development, children’s language development level of the stage has critical impact on their cognitive, learning and emotion and so on. In addition, a lot of practice research showed that early education, especially the home education of children before the formal admission will have a profound effect on children’s language development. Therefore, the author serves the situation of children home language education as the research direction.The author based on reading lots of related literature from home and abroad, to summary and analyze the existing research and to discuss the advantages and disadvantages of existing research. On the basis of the previous studies, to choice the critical period theory, language resources view, the theory of life education and living education theory to lay the solid theoretical foundation for this research.The research methods used in this study are:the questionnaire survey method, interview method and literature method etc. The author in the early days of this study, to invest four kindergartens’ parents to collect the basic information of home language education in the form of the questionnaire; then, through interviews, to in-depth understand the parents’ attitude to the home language education and their implementation in home language education; finally, to combine the questionnaire survey results and interview records, and supplementing the relevant information by other means to collect, to understand the present situation and problems of home language education based on the rich research data.This research is mainly divided into the following sections:Chapter one is introduction. Mainly to introduce the reason,and the significance of this research.Chapter two is research review. Mainly to define the "children", "family education" and "children’s language education" and "family language education" and other related concepts in this research; then to explain and elaborate the related theoretical basis of the study; and to make a simple analysis of the related research, pointing out the shortcomings of the existing research, based on the collection of the related literature data about children’s family education, preschool language education, home language education from domestic and foreign.Chapter three is the design of this research. Mainly to introduce the purpose of research, the specific content of research, the selection of research object, the choice of research method, the data collection and processing of the research, and so on.Chapter four is the status description and analysis of children home language education. Mainly to analysis the present situation of children home language education, it contains these parts:the basic information of the object of research; parents’ understanding of home language education; parents’ understanding of kindergarten language education; parents’ understanding of the characteristics of the children’s language learning; the content, method and evaluation of home language education; parents’ attitude on children’s language education cooperation; and the influence factors of parents to carry out the home language education.Chapter five is the experiences and problems of preschool children’s language education in family. According to the questionnaire survey and the interview, the researchers get the conclusion that the family language education mainly has the following experience:1. Attaches great importance to the home language education, pay attention to teaching by themselves; 2. Use "half-hearted" to guide children and respect children’s actual development; 3. In the rich language environment, let the children have a happy childhood; 4. Create opportunities for language to learn and use, let children stand on the shoulders of parents; 5. To get useful experience, meet the children’s "attractive psychology"; 6.To use appreciation education, and set up the self-confidence of children’s language expression. At the same time, family language education mainly has the following problems:1.The father’participation in the family is not enough; 2. It is necessary to strength parents’ understanding about the characteristics of children’ language learning; 3. Home language education still has the tendency of "primary education"; 4.There exist some problems in the content and difficulty of children home language teaching; 5. The form of children home language teaching is single; 6.The material of children’s home language teaching need to be further excavated; 7.The evaluation on the activities of language education is objective, which neglect children’s development; 8.The cooperation between kindergarten and family need to be strengthened.Chapter six is education advice. For the above problems of home language education, the author put forward the following Suggestions:1.To improve the role of the father’s participation in home language education; 2.To improve parents’ understanding on the characteristics of preschool children’s language learning; 3.Parents should avoid the "primary school" tendency of children’s language education; 4.Parents should pay attention to creating the language learning environment at the same time, to improve children’s humanistic and scientific literacy; 5.Parents should fully tap the connotation of language education resources, and improve the diversity of the home language education; 6. Parents should establish a scientific concept and learning concept of children, evaluate children’s language learning correctly; 7. Enhance the cooperation between home and kindergarten, to promote children’s language development.