A Case Study On Language Entrance Preparation For Large Kindergarten Classes In The Context Of Preschool Bridging

The acquisition of language ability is an important milestone of children’s growth,a necessary prerequisite for the coordinated development of children’s personality,emotion,thinking and social communication ability,and an important condition for children’s sustainable development.Kindergartens should provide a relaxed language environment,rich language materials and diversified forms of activities to develop and improve children’s language ability,to help children adapt to the future study and life in the first grade of primary school.Luoyang L Kindergarten is one of the first batch of pilot kindergartens in the province,which has great influence and good representation in the region.This study takes large class children in L Garden as the research object,adopts measurement method and interview method,takes class as unit,randomly selects 60 children,respectively at the beginning of the school year and the beginning of the next semester language proficiency level test.Firstly,the language ability of children in big class in the next semester is compared with the national average level of urban children’s language ability.Then,the two measured data are sorted out and the difference analysis is carried out longitudinally by combining SPSS26.0 software.In order to deeply understand the influence of kindergarten education on the development of children’s language school readiness,structural interviews were conducted with teachers of the main class and parents of children to obtain effective data.According to the data analysis results and the interview content,L Garden has achieved good results in language entrance preparation.In the next semester,the language preparation level of children in the big class is significantly improved compared with the last semester,and the language level of children is generally higher than the national average language level of urban children,with gradually obvious advantages in expression,reading,pre-writing and listening.L Kindergarten’s support measures for language preparation mainly include: carrying out special language teaching and research with pilot primary schools in pairs,holding language research and training activities for teachers,discussing and expanding the forms of language activities for children,setting up language teaching forums for parents,etc.At the same time,large class preschool teachers have accumulated many useful experiences,such as:carrying out various forms of activities to cultivate children’s listening ability,enriching children’s life experience to promote the development of oral expression ability,integrating reading skills into specific activities,and stimulating children’s interest in pre-writing in regional activities.However,it is also found that there are some deficiencies in L Garden language preparation,mainly reflected in the imperfect joint teaching and research mechanism,the lack of language cohesion curriculum system;The language activity type is single,the language curriculum development power is insufficient;Large class teachers work overload,part of the language activity integrity is low three aspects.It is suggested to make improvements in the following aspects: 1.perfect the joint teaching and research mechanism,and gradually build language bridging courses;2.Enriching literary works to stimulate teachers’ motivation for language curriculum development;3.Reasonable planning of work priorities to ensure the integrity of language activities;4.Simulate primary school classroom regularly to cultivate children’s learning quality;Fifth,make full use of the joint efforts of the home,pay attention to the language development of all children.