形容人文环境的成语(人文环境怎么形容)这都可以

How to scaffold children’ s language skill？

 

众所周知，EYFS体系包含七大学习和发展领域其中个人社会与情感发展（PSED）、交流与语言（CL）及身体发展（PD）是三个非常重要的基础领域，如果把孩子看作是一棵树，那么这三大基础领域就是树根试想一下，如果树根都没有扎好，营养没办法输入到树干和树枝，我们又如何能够期待这棵大树可以“开花结果”呢？。

Swipe For English→As we all know, the EYFS system contains seven major learning and developmental domains. Among them, Personal Social and Emotional Development (PSED), Communication and Language (CL) and Physical Development (PD) are three very important foundational areas. Imagine if the roots are not well established and the nutrients are not fed into the trunk and branches, how can we expect the tree to "blossom"?

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幼儿阶段是儿童一生发展的奠基阶段，而儿童从六个月开始，就开始进入了语言发展的敏感期，因此，成人和周围环境对儿童的支持很大程度影响了儿童语言能力的发展Swipe For English→The early childhood stage is the foundation stage of childrens lifelong development, and children begin to enter a sensitive period of language development from six months onwards, so the support of adults and the surrounding environment largely influences the development of childrens language skills.。

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必须清楚是，幼儿的语言学习并不是靠大人“教”出来的，而是儿童跟随吸收性心智自然而然吸收的过程成人可以为孩子创设更丰富的语言发展环境、提供多元的社交和游戏机会等方式，来助力儿童的语言发展今天，我们就与大家分享一些冠萃幼儿园的老师们经常会用到的语言发展支持策略，以此抛砖引玉，引起大家的共同关注和思考。

Swipe For English→It is important that language learning in young children is not something that is "taught" by adults, but rather is a natural process of absorption by the childs absorbent mind. Adults can help childrens language development by creating a richer language development environment and providing a variety of social and play opportunities. Today, we would like to share with you some of the language development support strategies that are often used by teachers at Crown Dream Kindergarten, as a way to draw attention to and reflect on these strategies.

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创设丰富、赋能的语言环境Create a various, and an enabling language environment一、语言是思维的表现形式，而思维的基础是感觉与知觉幼儿只有通过多看、多感受才能获得各种感观的刺激，激发其思维活动，从而获取丰富的感性认识。

有了表达内容才能产生用语言表达的愿望因此，创设良好的物质环境是幼儿学习语言的必要条件在冠萃的每一个教室里，我们都设有8-11个游戏区角，孩子在每个区角游戏中自然而然会产生自我表达和交流交往的机会除此之外，教室里的中英文语言区、阅读区和前书写区（除PN班以外）更是针对CL领域重点创设的区域。

阅读区主要培养儿童的理解能力、阅读能力和表达、表现力；语言区则通过丰富的操作材料培养他们对中国文化及中国汉字的兴趣和使用能力；前书写区就更聚焦儿童读写（Literacy）能力的培养Swipe For English→

Language is the expression of thinking, and the basis of thinking is sensation and perception. Only by seeing and feeling more can children obtain various sensory stimuli to stimulate their thinking activities and thus acquire rich perceptual understanding. With the content of expression to produce the desire to express in language. Therefore, the creation of a good physical environment is necessary for children to learn language. In each of our classrooms, we have 8-11  areas where children naturally have opportunities for self-expression and communication in each area. In addition, the English and Chinese language areas, the reading area, and the pre-writing area (except for PN classes) in the classrooms are areas that focus on the CL domain. The reading area focuses on developing childrens comprehension, reading skills, expression and expressiveness; the language area develops their interest in Chinese culture and Chinese characters and their ability to use them through rich manipulative materials; the pre-writing area focuses more on the development of childrens literacy skills.

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1. 阅读区的环境创设 阅读区是幼儿生活环境的必要组成部分在布置阅读区的时候，老师们会为幼儿选择一个较安静，光线充足的角落其中还会投放丰富多彩的适龄中英文图书、沙发、软垫、靠枕、玩偶等，让幼儿在舒适、自由、宽松的区域主动阅读。

另外还投放了一些挂图、物品图片、故事图片、头饰、面具、播放器、儿童相机等，孩子们可以进行看图讲述、表演故事、角色对话、自制小书等活动幼儿会好奇地欣赏，会展开讨论，会发表见解来提高语言表达能力，同时教师还可以为幼儿提供不同幼儿水平的图片、图书和学具，以便幼儿练习和阅读。

Swipe For English→i. Environment Creation of Reading AreaThe reading area is a necessary part of the childs living environment. When setting up the reading area, teachers choose a quiet and well-lit corner for the children. There are also colorful age-appropriate English and Chinese books, sofas, cushions, cushions, and dolls to allow children to read actively in a comfortable, free, and relaxed area. There are also wall charts, pictures of objects, story pictures, headdresses, masks, players, childrens cameras, etc. Children can do activities such as looking at pictures and telling, acting out stories, character dialogues, and making their own little books. Children will be curious to enjoy, discuss, and express their opinions to improve their language skills, while teachers can also provide pictures, books, and learning aids at different child levels for children to practice and read.

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2. 阅读活动的指导例如：在看图讲述活动中，当幼儿能找出主要内容，联系细节整个画面的关系，并能够用一逻辑进行表达时，成人就可以有意识地循序渐进引导幼儿丰富词汇，加深他们对词义的理解慢慢地，当幼儿掌握更多的词汇并能够正确理解和使用词汇时，就可以发展幼儿的连贯性语言。

最后还可以引导幼儿围绕主题创编结尾或故事哦Swipe For English→ii. Guidance for the reading areaFor example, in picture-telling activities, when children can identify the main content, relate the details to the whole picture, and express it with some logic, adults can consciously and gradually guide children to enrich their vocabulary and deepen their understanding of the meaning of words. Gradually, as children acquire more vocabulary and are able to understand and use it correctly, they can develop coherent language. Finally, children can be guided to create endings or stories around the theme.

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3.语言区的环境创设老师们会根据幼儿的年龄段特点、兴趣和需求制作或投放不同的材料例如有画迷宫游戏，字词拼图、开放性材料和融合表演游戏的互动材料等这些安全美观、操作性强的操作材料很受儿童欢迎在中大班的材料柜里，许多材料还会有对应操作记录单和记录笔，时刻激发和满足幼儿书写的兴趣和欲望，循序渐进地培养儿童的语言认知能力，为上小学打好坚实的基础。

Swipe For English→iii. Environmental creation of Literacy areaTeachers will make or put different materials according to childrens age characteristics, interests and needs. Examples include drawing mazes, word puzzles, open materials, and interactive materials that incorporate performance games. These safe and beautiful, strong operation materials are very popular with children. In the materials cabinet of middle and senior classes, many materials will also have corresponding operation record sheets and pens, which will always stimulate and satisfy childrens interest and desire in writing, gradually cultivate childrens language cognitive ability, and lay a solid foundation for primary school.

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4. 创设自由、轻松的人文环境如果班级里的人文环境是压抑、紧张的，师师、师生、生生关系不够和谐轻松，那对于儿童的语言发展也会造成严重的影响因此，为幼儿创设让他们“愿意开口说话”的人文环境非常重要，孩子随时随地都有自由交谈的机会和自由交谈的空间，允许幼儿犯错，成人的耐心引导和倾听，会给孩子们一颗“定心丸”，激发他们的自信和大胆表达的欲望。

Swipe For English→iiii. Create a free and relaxed humanistic environmentIf the environment in the classroom is depressing and stressful, and the teacher-teacher, teacher-student, and student-student relationships are not harmonious and relaxed, this can have a serious impact on childrens language development. Therefore, it is important to create a humanistic environment where children are "willing to talk", where they have the opportunity and space to talk freely at all times, where they are allowed to make mistakes, and where adults patient guidance and listening will give them a "reassurance pill "The patient guidance and listening of adults will give children a sense of assurance and inspire their confidence and desire to express themselves boldly.

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通过参与幼儿园的游戏提升儿童语言能力Improve childrens language ability byparticipating in kindergarten games二、对于游戏，孩子们都有天生的热爱——无论是在家里安静地搭积木、做手工、扮家家，还是和小伙伴们在公园和操场来一场激烈的“老鹰捉小鸡”，小小的游戏总能激起孩子们的无限热情和乐趣。

许多家长认为孩子玩游戏相当于休息，很少将“游戏”和“学习”联系在一起然而，即使最简单的游戏，对于孩子的认知、沟通、语言等相关能力都有极大的激发和促进作用在游戏中，孩子会进行带有目的性的语言表达所谓语言表达，未必一定要将想法“说出来”，即使孩子还不具备口语能力，他/她依然可以使用肢体语言、发音等方式来表达自己的目的。

例如，孩子拉着妈妈的手，指着高处的玩具，发出“啊啊啊”的声音，要妈妈拿下来；或是孩子举起小瓶子，做出转动瓶盖的动作，要妈妈打开当孩子具备了一定的口语表达能力，他们则会在游戏中组织字词和句子，使用语言来表达目的（“搭一个房子”），传达需求和欲望（“要蓝色的小车，不要红色”），并且与他人分享信息（“小狗饿了，要吃饭”）。

成人在和孩子玩游戏时，可以借机对孩子的语言做出扩展，也要注重和孩子进行一来一往的对话，促进他们的语言能力 Swipe For English→Children have a natural love for games -- whether its quietly building blocks at home, doing crafts, playing house, or engaging in an intense game of chicken in parks and playgrounds with their friends, little games inspire enthusiasm and fun. Many parents think that childrens playing games is equivalent to rest, and seldom associate "games" with "study". However, even the simplest games can greatly stimulate and promote childrens cognitive, communication, language and other related abilities. In play, children use purposeful language. The so-called language expression, does not necessarily have to be the idea of "speak out", even if the child does not have the ability to speak, he/she can still use body language, pronunciation and other ways to express their purpose. For example, the child took the mothers hand, pointing to the toy high up, "ah ah" sound, ask the mother to take it down; Or the child holds up the little bottle and makes the motion of turning the cap, asking the mother to open it. When children have developed some verbal skills, they organize words and sentences in play, use language to express goals (" Build a house "), communicate needs and desires (" blue car, not red "), and share information with others (" Dog is hungry, wants to eat "). When playing games with children, adults can take the opportunity to expand the language of children, but also to focus on the back and forth dialogue with children to promote their language skills.

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作为教育者，我们都知道，成人和孩子的互动游戏是绝佳的语言输入机会我们可以：1. 在游戏中强调孩子正在关注的事物名称，描述事物的特点，或者描绘孩子正在做的事情此时不需要强迫孩子注视我们的嘴或眼睛，只要孩子的注意力仍然在玩具和游戏上，我们的的语言输入就是有效的。

2. 语言的扩展和延伸：成人可以重复孩子说出的话，并添加一点点如果孩子说“狗狗”，成人便可以说“狗狗跑、狗狗跳、狗狗汪汪叫”如果孩子说“狗狗跑、狗狗跳”，我们可以接着说“那只黑色的大狗狗在跑、在跳”3. 提升语言的难度：针对四岁以上的孩子，我们会开始玩针对性的语言游戏，比如”大战反义词“、”成语接龙“、”我做你猜“、”押韵游戏“等，让游戏更具挑战性，符合这个年龄段孩子的学习能力和特点。

Swipe For English→As educators, we all know that interactive play between adults and children is an excellent opportunity for language input. We can：

Emphasize the names of things the child is focusing on, describe the characteristics of things, or describe what the child is doing. There is no need to force the child to look at our mouth or eyes. As long as the childs attention is still on the toys and games, our verbal input is effective.

Expansion and extension of language: Adults can repeat what children say and add a little bit. If the child says "dog," the adult can say "dog run, dog jump, dog bark." If the child says, "Dog runs, dog jumps," we can follow up with, "The big black dog runs, dog jumps."

Improve the difficulty of language: for children over four years old, we will start to play targeted language games, such as "fight antonym", "Chinese Idiom Solitaire", "I do you guess", "rhyme game", so that the game is more challenging, in line with the learning ability and characteristics of children in this age group.

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通过谈话活动促进幼儿的口语表达能力Promote childrens oral expression skills through conversation activities三、作为成年人，我们要绝对相信“谈话的力量”。

一场高质量的谈话不但包含了提问、表达、沟通、互动、思考和倾听，还隐藏着比较、记忆、判断、逻辑和反驳等过程儿童虽然社会经验没有成人丰富，但是他们的很多“稀奇古怪、脑洞大开、大胆创新“的主意很多时候都是在谈话中形成的。

如何在一日生活中加入谈话元素呢？例如，成人可以和孩子一起利用纸箱制作一个电视框，在每天的晨谈、餐后、晚阅读等时间请孩子幼儿扮演新闻播报员、时事评论员、相声演员、朗诵者、等角色，为孩子创设丰富的表达机会，而其他的小朋友则可以根据”电视机“里播报的内容进行提问，这样一问一答，除了培养儿童的语言能力之外，还提供了丰富的思考机会，拓展了儿童的思维和视野，一举多得。

Swipe For English→As adults, we have to absolutely believe in the "power of conversation". A quality conversation involves not only questioning, expressing, communicating, interacting, thinking and listening, but also the processes of comparing, remembering, judging, logic and rebuttal. Although children do not have as much social experience as adults, many of their "quirky, brainy, bold and innovative" ideas are often formed during conversations. How can conversation be incorporated into the day? For example, adults can work with children to create a TV frame using a cardboard box, and ask children to play the role of newsreader, current affairs commentator, comedian, reciter, etc. during the daily morning talk, after meal, and evening reading time to create rich opportunities for children to express themselves, while other children can ask questions based on what is broadcast on the "TV". In addition to developing childrens language skills, the questions and answers also provide rich opportunities for children to think and expand their minds and horizons, which is a multi-benefit.

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幼儿的语言学习其实并没那么复杂，语言本就来自于最平凡的生活幼儿时期幼儿模仿和接受能力很强，在大人和幼儿园教师的耳濡目染下，大多数幼儿都可以简单地表达自己的见闻以及感受语言表达能力在幼儿阶段的培养显得如此重要，是因为语言表达习惯一旦成型就很难更改，对人的一生都有不同程度的影响。

所以幼儿教育要不断给幼儿创造多听，多看，多说的机会，并且不断地引导和培养幼儿的语言表达能力，让幼儿的语言表达能力在成长过程中得到充分的锻炼和发展Swipe For English→Language learning for young children is not that complicated, as language comes from the most mundane aspects of life. During the early years, children are very receptive to imitation and imitation, and most children can simply express what they see, hear, and feel under the influence of adults and kindergarten teachers. The reason why the development of language skills in early childhood is so important is that once language habits are formed, they are difficult to change and can have varying degrees of impact on a persons life. Therefore, early childhood education should constantly create opportunities for children to listen more, see more, and speak more, and constantly guide and cultivate their language expression skills so that they can be fully exercised and developed as they grow up.

←Swipe For Chinese★References：[1]中华人民共和国教育部.幼儿园教育指导纲要(试行)[M].北京:北京师范大学出版社,2001.[2]中华人民共和国教育部.3~6岁儿童学习与发展指南[M].北京:首都师范大学出版社,2012.

[3]Montessori，M.Childhood Education [M].chicago:Henry Regmery Company,1974:29[4]徐光辉.幼儿园教育环境质量和幼儿语言发展水平关系研究[D].浙江师范大学.2010

[5]王玉荣.幼儿语言能力培养策略[J].现代农村科技,2018(08):90.▲ 其他机构、私人不得擅自转载文中任何图片，如文中肖像者本人或监护人对照片使用有疑问，请留言联系我们，谢谢！END