| Core experience of the children’ language that the pre-school children should be formed and get the most important language experience contains three parts,spoken language experience(conversation,debate,narrative telling and illustrative telling),literature experience(literature vocabulary,literature forms,literature imagination)and written experience(early reading,early writing,early lettering).Then literature experience is an essential language experience in children’s development,and it has very important effect in children language development because of high quality of language and its written language features.Excellent literature can enrich the language of young children,improve their thinking ability and expressive ability.On the basis of full perception and experience of literary content,they can improve their aesthetic ability and help children cultivate correct habits and virtues.As a teaching activity to promote the development of children’s literary language,young children’s literary activities have a direct impact on the acquisition of the core experience of children’s literary language.As a transmitter of literary works,the teacher’s control and grasp of literary experience will also directly affect the development of children’s literary language.For new teachers,pay attention to the core experience of preschool children’s language learning is the core content of improving the level of professional development and improving the quality of teaching effectively.Only when we know the language experience that children should get most,can teachers conduct effective guidance in the process of activities and promote the development of children’s language ability.Therefore,based on the core experience and related theories of children’s language learning and development,this study chooses the X kindergarten of the provincial demonstration park of Xi’an as the research object,and uses the methods of literature,interview,observation and case analysis to study the new teachers in the X garden from four aspects:the activities target,the content of activities,the implementation of activities and the evaluation of activities.The 16 section analyzes and studies the existing problems of literature teaching activities,and puts forward relevant suggestions.This research is divided into six chapters,the first chapter is introduction,introducing the origin and significance of research and introducing the relevant domestic,foreign literature and definition of the concept;the second chapter is research design,research purposes,research content,research objects and research methods were explained;the third chapter introducing the situation of the new teacher literature teaching;the fourth chapter analyzes the existing problems of the new teacher literature teaching activities from the activities Objective,activity content,activity implementation and activity evaluation four aspects;the fifth chapter analyzes the reasons of the problems;the sixth chapter,according to the problems and causes of the analysis,the author put forward specific suggestions.According to the development of the teaching activities of the new teachers in the X garden,the author found the following questions:In the target of activities,there is a deviation in the orientation of the core experience in the target of literature teaching activities;there is a deviation in the selection of activity content;in the implementation of the activities,the design of the teaching link is dogmatic and formalized,and does not really focus on the core experience,overviews the cultivation of the expression ability and neglects listening.The development of ability;teachers ignore literary vocabulary,lack of high quality literary language expression;pay attention to the imagination result and ignore the process;teachers’ ineffective questions are too much,feedback is simple and repeated,which is not conducive to the acquisition of literary language experience.In the aspect of activity evaluation,teacher evaluation focuses on"external" form,divorced from core experience;teacher evaluation adheres to "child orientation",but emphasizes knowledge and aesthetics.In the view of the problems of the new kindergarten teachers’ literature teaching activities,the author analyzes and summarizes the reasons:teachers’ understanding of the connotation of literary activities is not clear;teachers lack of teaching knowledge in the field of literary language;teachers’ literature education view is traditional;teachers’teaching practical knowledge is insufficient.The author analyses the problems and causes of the new kindergarten teachers’literature teaching activities,and puts forward some suggestions:to strengthen the learning of the core experience of literary language and to improve the effectiveness of the literary education activities;to enlighten and guide,to provide the "scaffolding",to enhance the quality of the interaction between teachers and children;to improve the literary accomplishment and to give full play to teachers Exemplary role;paying attention to self reflection and evaluation,improving teachers’ professional level;carrying out training and teaching activities of literary activities,and standardizing the design and implementation of teaching. |
