A Study On The Exploration Of Children’s English Vocabulary Teaching Strategies From Prototypical Category Perspective

English education in the kindergarten is one of the frequently discussed problems in the early childhood education. The current research findings mainly concentrate on the children’s English vocabulary of teaching model, memory methods and cognitive style and lack of corresponding teaching strategies. Based on views of the Prototype Category Theory, the author combines with the Children Language Development Stage Theory, analyzes the characteristics of the children English vocabulary teaching and puts forward the corresponding teaching principles and teaching strategies.Selecting 96 students, whose major are all the preschool education, as the research object in the Higher Vocational Colleges, the author adopts the same way in the experimental class and the comparative class. After the analysis of the experimental pretest and posttest, and the research of questionnaire, the author carries on the empirical research for the children’s English vocabulary teaching strategies and verifies the experiment hypotheses. One is that it is the most prominent of the typical vocabulary for children’s English teaching while it is gradually marginalized of the typical vocabulary. The other is that compared with the traditional children’s English vocabulary teaching, children’s English vocabulary teaching strategies can effectively improve the teaching effect based on the the Prototype Category Theory. The author further discusses the children’s English vocabulary teaching strategies from the perspective of the vocabulary selection, the vocabulary context and the vocabulary games based on the Prototype Category Theory. The practical significance of this study is to connect the theory with the children’s English vocabulary teaching closely. It will supply much practice guidance for the teachers engaged in children’s English vocabulary teaching. At the same time, this research can also improve the children’s learning interests and teaching effect, enhance their learning self-confidence, and lay a solid foundation for subsequent learning.