Research On The English Story Teaching In Kindergarten

With the deepening of China's continuous reform and opening up,as well as the rapid economic growth,immigration and study abroad is becoming a hot trend.English as a global language,its hot rate increased continuously.English studying has also been a younger-age trend.Children's English teaching has been carried out in full swing in most kindergartens and training institutions.However,as the English education for young children is in an initial stage,there is no established teaching objectives and requirements.Many kindergartens and training institutions teaching methods present on various levels,most of whom selected teaching objectives to meet the primary school English teaching requirements.At the same time,because there is no special training standard for children's English teacher at this stage,most of the teachers are English major graduates or pre-school graduates transfer to be after some training.Based on above two present situations,there are many problems in current children English teaching.The purpose of this paper is to study by carrying out the English story teaching based on existing English teaching level of our kindergarten,how to achieve the goal of guiding children to be interested in English and to conduct English conversation in daily talk intentionally or unintentionally.This research chooses the students of two classes in our kindergarten.Together with available literature,interview and testing are taken as the research tool.The results are analyzed,mainly focusing on the questions as follows:1.How is the effect of the current method for English teaching in kindergarten?2.Any change in teaching after the story teaching is applied to kindergarten?3.How do teachers and parents think about the effect of story teaching applied to English teaching in kindergarten?Through the analysis of the collected data,the research results are drawn as follows:1.The current method for English teaching is relatively simple.It is less appealing to children,leading to their low participation rate in class.2.In contrast,story teaching can draw children's attention and improve their interest in learning English;3.Teachers think that story teaching can reduce their preparation for teaching while increase children's participation rate in class.Meanwhile,parents think that story teaching promotes children to boldly speak English.The analysis of the result shows that story teaching is applicable in local teaching and is able to stimulate children's interest in actively learning English.