(完整word版)学前儿童语言教育与活动指导教案.pdf

学前儿童语言教育与活动指导教案第一章学前儿童语言教育活动概述活动目标1.理解学前儿童语言教育活动的内涵及特点，熟悉幼儿园教育指导纲要（试行）中语言领域的目标、内容要求及指导要点。2.掌握 0-6 岁儿童语言发展的基本规律，掌握学前儿童语言教育活动设计的步骤。3.增强专业认识，提高对学前儿童语言教育基础知识的理解和分析能力。活动准备课件 PPT 活动过程一、学前儿童语言发展的基本规律语言是一个符号系统，儿童对语言的获得包括对语音、语义和语法的理解与表达；语言还是一种交际工具，儿童语言获得还应包括对语言运用能力的获得。儿童语言的获得是对语言形式，语言内容和语言运用的综合习得。一般以儿童说出第一批能被理解的词为界，将学前儿童语言发展分为前语言期和语言发展期两大阶段。（一）前语言发展儿童的前语言阶段，是一个语音核心敏感期，围绕语音，儿童发展三个方面的能力：1.前语言感知能力的发展（辨音能力的发展）辨音水平（04 个月）辨调水平（410 个月）辨义水平（1018个月）2.前语言发音能力的发展单音发声阶段（04 个月）音节发声阶段（410 个月）前语词发声阶段（1018个月）3.前语言交际能力的发展产生交际倾向（04 个月）学习交际“规则”（410 个月）扩展交际功能（1018 个月）（二）语言发展语言的发展可从三个方面体现出来，即语言形式、语言内容和语用技能。语言形式是指儿童语言中的约定俗成的符号系统和系列规则，儿童对语言形式的获得包括了对语言和语法的获得。1.语言形式的获得（1）语音的发展学前儿童的语音发展可以从语音的辨别、发音能力的发展和语言意识的产生3个方面来考察。A、语音辨别能力的发展。一般而言，这一时期儿童语音辨别主要表现在对母语音位的区别性特征的获得方面。B、发音能力的发展。儿童正确发音一般比准确辨别音位要困难，发音能力的发展也晚于辨音能力的发展。有研究表明，汉语儿童到 4 岁时，基本掌握母语的全部语音。文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1C、语音意识的产生。语音意识是指儿童自觉地辨别发音是否正确，自觉地模仿正确发音，并自觉地纠正错误的发音的一种能力。这种语音意识主要表现在：能评价别人发音的特点，指出和纠正别人的发音错误；能够有意识并自觉调节自己的发音。2、3岁儿童开始出现语音意识。（2）语法的获得 主要考察儿童句子的获得与发展儿童句法结构的获得大致呈以下的规律：A、从混沌一体到逐步分化（如：“妈妈”一词可能表示要母亲做什么事情，也可能表达情感）；B、从不完整到逐步完整，从松散到逐步严谨；C、由压缩、呆板到逐步扩展和灵活2.语言内容即语义的获得儿童语义的发展是指儿童对词、句子和语段 3 个语言结构层次在理解上的发展和获得。儿童语义的获得具有以下几个特点：根据当前的语境和已有的经验猜测语词的意思，最初的猜测通常是不全面或不正确的。对语义的理解经历理解词或句子所表达的基本语义关系，理解语言的实用意义和理解句子的各个语词的含义等几个阶段。儿童获得词义要比获得语音、语法更加复杂，可以说，对词义的获得贯穿人的一生。（1）对词义的获得：发展趋势：文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1A、从部分的、个别的语义向掌握全面的语义特张发展B、从一个词的单义向多义发展（2）对句义的获得在儿童语法获得的过程中，对句子的理解早于对句子的产生。儿童在说出某种结构的句子之前，已经能基本上理解这种句子的意义。学前儿童是如何理解一个自己尚未掌握的新句子的？一些心理语言学家研究发现，儿童常常采取一定的策略，即找出一定的“诀窍”去理解一些新句子。这些策略是个体从已有的语言和非语言经验中总结概括出一些“规则”去理解和解释听到的新句子。结果，他们有时会较快地理解，当出现理解错误时他们又进一步修改和充实原有的“规则”，从而产生新的理解策略。学前儿童理解句子常用的策略有语义策略、词序策略和非语言策略。语义策略是学前儿童最初使用的一种理解句子的策略。儿童只注意句子中的几个实词，将句子中的几个实词根据事件发生的可能性加以组合来理解句子，全然不顾句法结构。例如：相当多的儿童把“用皮球打小狗”理解为“小狗打皮球”，因为他们觉得“小狗打皮球”更符合常理。词序策略就是根据句子中词的先后顺序去理解他们之间的关系和句子的意思。由于在儿童的经验中，句子的结构是名词动词名词词序，表示动作者动作承受者，因此，他们也会习惯于用这种策略去理解被动句。如把“小明被小华碰了一下”理文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1解为“小明碰了小华”。研究发现，词序策略产生于3 岁左右，4岁表现最为强烈，5 岁以后逐渐减弱。非语言策略是指儿童在理解一句话或其中的某些词时，常常运用已有的生活经验而非这句话本身的语言信息进行预测。例如：认为“张老师被小华背着去教室，他的脚跌伤了”中的“他”指的是小华，因为“张老师跌伤了腿”与他们已有的经验不相符。3.语用技能的获得语言中的许多现象仅从语法和语义两个方面无法作出合理的解释。在人们使用语言进行交际的时候还涉及说话人和听话人双方的语言和非语言背景，以及交际当时的语境和具体情境。同样语法结构的句子在不同的情境中含有不同的含义，而有些语法结构的非常简单的句子不在一定的情境中就无法理解其意义。语言运用可以用来对具体情境中的交际语言进行分析和解释。语用技能的发展是学前儿童语言发展的一个重要方面。语用技能是指运用恰当的、社会可接受的言语表达方式去适应不同的情境，以达到一定的目的的语言交际能力。主要表现为儿童如何运用适当的语言形式表达自己的交往倾向，如何运用适当的策略开展与他人的交谈，如何根据不同情境的需要运用适当的方法组织语言表达自己的想法。学前儿童的语用技能可以从语言操作能力、对交际外在环境的感知能力和心理预备能力三个方面来进行考察。二、学前儿童语言教育活动的基本认识学前儿童语言教育活动是指教师有目的、有计划、有组织地开展的、促进儿童语言发展的教育活动。其根本目的是在教师的指导下，促进儿童积极主动地与人交谈，与周围的语言环境不断地交互作用，从而获得语言经验，提高语言能力。（一）学前儿童语言教育活动的特点文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A11.特殊性学前儿童语言教育活动是一种特殊的语言学习过程2.目的性学前儿童语言教育活动的目的是使儿童获得语言经验3.整合性学前儿童语言教育活动是整合的教育过程（二）学前儿童语言教育活动的类型1.谈话活动（以后的课程详细讲解）2.讲述活动3.听说活动4.文学活动5.早期阅读（三）学前儿童语言教育活动的设计要点（重要内容）1.确定活动目标（1）活动目标是教育活动的出发点和归宿。（2）目标一般应包括情感态度、认知和能力三个维度。（3）表述目标是要简洁明了，角度一致，最好从幼儿的角度提出发展性目标，不要再出现“让幼儿”“引导幼儿 .”“培养幼儿 ”等，应用“理解 ”“懂得 ”“正确使用 ”等术语。2.选择活动内容选择的内容应具有针对性、适宜性、情趣性、整合性。3.策划活动过程（1）创设良好的活动环境，提供必需的物质条件（2）选用灵活多样的教学方法（3）讲究多样的活动组织形式（4）合理地安排活动环节4.拟定活动方案（1）活动名称文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1（2）活动目标（3）活动准备（4）活动过程（5）活动反思及评价（四）学前儿童语言教育活动的指导原则1.幼儿是活动主体的原则2.促进幼儿语言发展的原则3.自由与规范相统一的原则4.示范与练习相结合的原则三、幼儿园教育指导纲要（试行）中语言领域的解读（一）纲要中语言领域的总目标1.纲要中语言领域的总目标（1）乐意与人交谈，讲话礼貌。（2）注意倾听对方讲话，能理解日常用语。（3）能清楚地说出自己想说的事。（4）喜欢听故事、看图书。（5）能听懂和会说普通话。2.解读幼儿园语言领域教育的总目标（1）将情感态度的目标放在首位（2）养成倾听的习惯，发展语言理解能力（3）积极交谈，促进语言表达能力的发展（4）接触优秀的文学作品，增进对作品的体验与理解（5）培养早期阅读的兴趣，提高对阅读和前书写的技能（二）解读语言领域的内容与要求1.注重真实语言交往环境的创设文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 ZL9H10N4F7A1文档编码:CU8I4K6R6P8 HV6G1I7R2P4 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