The Problems And Countermeasures Research On Story-telling Teaching Of The Preschool Education In The Secondary Vocational Schools

Storytelling is a popular activity and it is also a favorite form of literature and art for children.In the early childhood education,teachers who play an important role,make good use of rich artistic "storytelling" form of the language to guide the children to recognize society,edify sentiment,enrich knowledge,develop thinking,language learning,etc.,which can not be ignored.In the kindergarten teaching work,storytelling is the most basic means of implementation of language teaching,which is an important skill the kindergarten teachers must master.For the preschool education students in vocational schools,to become a good early childhood teacher,good storytelling ability is indispensable.Therefore,"storytelling" teaching is an important teaching content of preschool education.However,over the years,cultivating storytelling ability of students has not been paid enough attention in some schools,or because of various reasons,the teaching content of storytelling has been existed as "subsidiary content"among a number of the courses of "the teachers spoken language",the teaching problems which caused by this current situation is complex,resulting in the students' poor ability to tell the story,even causing trouble to their study and their development of the employment in the future.Therefore,how to improve the students' ability to tell stories has become an urgent problem to be solved in the field of preschool education.This thesis mainly stems from the author's real teaching practice,the author found that the storytelling ability of the students is worrying by observing the current situation of storytelling for a long time,there are obvious problems both in the "storytelling" level test activity and in the storytelling of the kindergarten teaching activities.Therefore,in this paper.the author take the storytelling level of the students of preschool education as the starting point,to investigate the current situation of the story teaching.Mainly through the story level test,interviews,tracking lectures and so on,the author conduct research for students' "learning" and teachers' "teaching",after careful consideration,review and analysis,summed up the conclusion that the students'ability to tell a story is in hard times.First of all,the lack of curriculum resources is the basic factors that cause the storytelling teaching in confusion,for example,there is no basis for teaching content,teaching hours are less,curriculum is independence,teachers need to improve the quality of storytelling,etc..Secondly,the story of classroom teaching is lack of consistent system,including the arbitrary selection of teaching content,teaching design lack of planning,etc.,the existing story teaching is easy to fall into the blind operation of "disorderly".Furthermore,the teachers' teaching methods and teaching means are relatively single,which are not easy to stimulate students' interest and initiative.Of course,the lack of students' ability to tell stories is closely related to their own language level,learning interest,psychological quality and so on.After the deep thinking of the existing problems of teaching,the author analyzes the root causes behind the formation of the problem.First,the schools ignore the storytelling as a kind of early childhood teachers' teaching ability,so the management system is not perfect,supervision is not in place.All these problems above are the fundamental factors make the storytelling teaching inefficient and weak.Second,the teachers do not attach enough importance to the course teaching,or the lack of in-depth study,the teachers' teaching theory research and interpretation of the new curriculum reform is weak,and the teachers can not scientifically grasp the objectives of course teaching;or the teachers are lack of reflection and summary of the implementation of the teaching strategy,and method,the teachers are not good at effectively designing and organizing activities of storytelling teaching,etc..Various factors make the classroom teaching easy to fall into the unscientific,no target blind training situation.Through the analysis and discussion,the author puts forward some strategies to improve the teaching problems of storytelling.First,it discusses the development of the curriculum resources of the storytelling,and puts forward some suggestions from the aspects of discipline penetration,extracurricular practice,teaching hours,curriculum setting,teachers' storytelling literacy and so on.Second,emphasize the system of teaching,advance at all levels to build a clear,step-by-step teaching system.Third,put forward to update teaching methods,enrich the teaching methods of the measures,focus on "learning by doing",highlight the independent learning experience,situation and cooperation;emphasize the guidance and demonstration of teachers,provide observational learning example for the students;at the same time,use the advantages of modern media to assist storytelling training,to cultivate students' storytelling ability in multiple ways.Finally,the author puts forward some concrete strategies to improve the psychological quality of the students.The study is mainly from a particular form of storytelling(speech story),according to the current situation of students' storytelling level and the truth of storytelling teaching,combined with the author's teaching experience,with rich story materials as an example,try to put forward specific,clear and operable suggestions or measures about storytelling teaching.We hope that this study can broaden the ideas and methods of the storytelling teaching of preschool education to a certain extent,and provide help and support for students in school learning and post development.