兒童英語學(xué)習(xí)的研究（上）

        首先，從孩子們自己有能力入手，本文由hellokid小編整理于vd83.com，提供兒童開始學(xué)習(xí)英語之前，有各種各樣的能力，往往被忽視或低估。事實(shí)上，他們已經(jīng)有了一定的生活經(jīng)驗(yàn)，有了自己的世界，善于用自己的方式理解周圍的環(huán)境，學(xué)會(huì)了至少一種語言。更重要的是，他們的學(xué)習(xí)熱情通常很高。兒童的認(rèn)知發(fā)展不僅取決于年齡，而且取決于支持和刺激這種發(fā)展的外部刺激。當(dāng)兒童的潛能和能力被忽視，被當(dāng)作空罐對(duì)待時(shí)，兒童英語教學(xué)就陷入了兩難的境地。這種教學(xué)困境的原因是設(shè)計(jì)任務(wù)或活動(dòng)僅僅是從成人的角度來看，并沒有反映兒童的世界。這種情況阻礙了兒童接近這些任務(wù)和活動(dòng)，但并不意味著他們不能從事這樣的活動(dòng)。因此，教師面臨的挑戰(zhàn)是，他們必須進(jìn)入兒童世界，設(shè)計(jì)符合他們標(biāo)準(zhǔn)的任務(wù)和活動(dòng)。

       加德納（Gardner，1983），人們有七種不同或重疊的智力，即：語言智力、邏輯數(shù)學(xué)智能、視覺/空間智力、音樂智能、身體運(yùn)動(dòng)智能、人際智能和自我智能。因此，設(shè)計(jì)兒童英語課堂活動(dòng)應(yīng)充分考慮到每個(gè)孩子的智力優(yōu)勢，使每個(gè)孩子都能充分參與并取得進(jìn)步。除了智力因素，兒童英語教學(xué)材料和輔助材料的使用必須在視覺上得到適當(dāng)?shù)钠胶�，聽覺和動(dòng)覺，這孩子不同的優(yōu)勢有機(jī)會(huì)展示其。由于兒童認(rèn)知的局限性，他們可能沒有意識(shí)到語言是一個(gè)系統(tǒng)。因此，英語課堂教學(xué)需要使用話題來形成目的語環(huán)境。這些主題應(yīng)該是有意義的、有趣的和參與性的，而且必須在孩子的生活經(jīng)驗(yàn)和思考范圍之內(nèi)。

 

       First, from the children themselves have the ability to start, this paper by hellokid Xiaobian vd83.com finishing, provide children begin to learn English before have various abilities, often neglected or underestimated. In fact, they already have a certain life experience, have their own world, are good at understanding their surroundings in their own way, and have learned at least one language. What's more, their enthusiasm for learning is usually high. Children's cognitive development depends not only on age, but also on the external stimuli that support and stimulate this development. When children's potential and their abilities are neglected and they are treated as empty cans, a dilemma arises in children's English teaching. The reason for this teaching dilemma is that the design task or activity is only from the point of view of the adult, and does not reflect the child's world. This situation prevents children from approaching these tasks and activities, but does not mean that they can not do such activities. The challenge for teachers, then, is that they have to go into the children's world and design tasks and activities that suit their standards.

       Gardiner (Gardner, 1983) that peo have seven different or overlapping intelligence, namely: linguistic intelligence, logical mathematical intelligence, visual / spatial intelligence, musical intelligence, body movement intelligence, interpersonal intelligence and self intelligence. Therefore, the design of children's English classroom activities should take full account of each child's intellectual advantage, so that each child can fully participate and make progress. In addition to intellectual factors, the use of children's English teaching materials and auxiliary materials must be properly balanced in the visual, auditory and kinesthetic, which have different advantages of children have the opportunity to showcase its. Because of the cognitive limitations of children, they may not have realized that language is a system. Therefore, English classroom teaching needs the use of topics to form the target language environment. These topics should be meaningful, interesting and participatory, and must also be within the scope of the child's life experiences and thinking.