A Study On The Development Of Core Experience Of Literary Language For 5-6 Years Old Children

From the day we arrive on the planet,literature accompanies children around.Mother humming lullabies,street singing nursery rhymes,listening to the tireless bedtime stories and so on,build up the spiritual cradle of children's growth.In the kindergarten language teaching practice,literary activities throughout.Children's literature plays an important role in promoting children's all-round development with its unique "literary language".Therefore,we need to pay special attention to the present situation and predicament of the development of the core experience of children's literary language,and actively explore ways to promote the development of the core experience of children's literary language.This research is based on the content structure of zhou jing's core experience in infant literature language,A total of 32 children from Y kindergarten in qujing city as major object of research,adopts observation method,interview method and case analysis method to investigate the development of the core experience of literary language in children aged 5-6 years in Y kindergarten.The study found that: overall,Y kindergarten 5-6 years old children's literature language core experience development situation of literary words core has the highest level of development,followed the development level of literary form core experience,core experience of literary imagination development level the lowest.In terms of the development of the core experience of literary language,the development of the core experience of literary vocabulary is as follows: the development level of the core experience of "words" is the highest,the development level of the core experience of "sentences" is the second,and the development level of the core experience of "rhetoric" is the lowest;The development of the core experience of literary form is as follows: the core experience of "the form and characteristics of stories" develops best,the core experience of "the form and characteristics of poetry" develops second,and the core experience of "the form and characteristics of prose" develops worst;The development of the core experience of literary imagination is as follows: the development level of the coreexperience of "reinventing literary works" is higher than that of "creating literary works".And there are some shortcomings in the development of the core experience of literary language.Based on the deficiencies of the development of the core experience of the literary language in Y kindergarten,the reasons are analyzed from three aspects:teacher,kindergarten and family.Finally,the study proposes that teachers should grasp the realistic level of the core experience development of children's literary language,pay special attention to the overall development of children's literature language core experience,and raise their children's literature accomplishment;kindergarten should enrich the curriculum resources,create and optimize the environment of literary activities;parents should increase the role participation in parent-child reading and improve the guiding ability of parent-child reading.Through the cooperation of preschool teachers,kindergarten and family,it finally provides strong support for the development of the core experience of literary language for the 5-6 years old children.