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浅谈幼儿学习中的认知困难——以英语26个字母大小写为例?

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标签: 英语 为例 大小写
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现如今从幼儿时期就开始进行英语启蒙教学已经成为常态,但是幼儿由于处于认知发展的前运算阶段,因此给英语教学工作带来了诸多困难。那么如何解决这些问题,或者利用其认知发展的特性使英语教学事半功倍呢?小编今天就以英语26个字母大小写为例,分析一下幼儿学习中的认知困难和解决方法。

一、思维的自我中心性

根据皮亚杰的发展理论,这一阶段的儿童思维存在自我中心性的特点。即在一段交流过程中,儿童会沉浸在自我的世界中自言自语,皮亚杰称之为独白。这一特性对幼儿英语启蒙教学的影响十分严重。因为在课堂教学活动中,儿童很容易就陷入自我世界,不听老师的授课内容。因此,教师在进行教学活动时,要提高儿童的参与感,使其意识到处于一个双向交流的情境之中。以英语字母表的学习为例,在读音教学时,教师要强调和学生之间的互动,可以采取朗读和跟读结合的方式。

二、泛灵论

这一年龄阶段的孩子认为所有的事物都具有生命即“泛灵论”。而巧妙的利用泛灵论这一特殊认知能够为英语的教学带来便利。比如:在进行字母大小写区分教学时,就可以利用这一特性,将不同字母的大小写形式拟人化。使用小写字母找妈妈等游戏的形式,让学生在玩耍之中将字母的大小写一一对应,形成记忆,做到真正的寓教于乐。或者也可结合多媒体将字母的大小写形式编成动画,激发学生的学习积极性。

三、思维不可逆

幼儿思维的不可逆性是英语启蒙教学的又一难关。举例来说,思维的不可逆性在字母大小写对应教学中的体现尤为明显。如果教师的教学顺序是从大写字母到对应的小写字母,那么由于思维不可逆,幼儿就无法通过小写字母找出对应的大写字母。这也就意味着许多教学内容例如中英互译,都需要从两方面进行多次教学工作。因此,对于幼儿英语教师来说,英语的教学要尽可能做到多角度和全面化。

综上,教育教学工作者一定要意识到处于前运算阶段的幼儿认知特性,制定的教学计划一定要贴合这些特性。不要一味急于求成而忽略了幼儿自身的实际能力水平。幼儿启蒙英语教学工作可谓是任重而道远,教师要时刻保持耐心和爱心,使用科学的方法,确保教学工作的顺利展开。使学生在这一过程中不仅为英语学习奠定扎实的基础,同时锻炼和发展自己的思维能力。

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