Study On Children’s Learning Quality In Large Class Language Teaching Activities

Under the background of the deepening reform of preschool education in China,many scholars have conducted in-depth research on children’s learning quality.The Guide to the Learning and Development of Children aged 3-6 puts forward that attention should be paid to the development and cultivation of children’s learning quality,and gives a specific and detailed definition of learning quality.It can be seen that children’s learning quality has a great impact on children’s learning and development.By investigating the current situation of children’s learning quality in language teaching activities in large classes,this study carried out differentiation analysis and characteristic analysis,discussed the influencing factors,and put forward targeted education suggestions,which expanded the relevant research on children’s learning quality and helped kindergarten teachers establish correct educational concepts and cultivate children’s learning quality in language teaching activities.In this study,36 children in a kindergarten in Huantai County,Zibo City were selected as subjects.Through observation and interview,the study was conducted to investigate the status quo of children’s learning quality in language teaching activities in large classes.The findings are as follows: 1.On the whole,in the language teaching activities of large classes,children’s learning quality is at the medium level,and there is an imbalance in the development of each dimension of learning quality.2.There is a significant gender difference in learning quality.Girls are better than boys in focusing on and adhering to this learning quality,and the overall development of girls’ learning quality is obviously better than boys;3.In different types of language teaching activities,there is a significant difference in the development of children’s curiosity between telling activities and talking activities,and the curiosity of children in talking activities is significantly higher than that in telling activities;There are significant differences in the development of children’s persistence and concentration ability between conversation activity and literature activity.The persistence and concentration ability of children in conversation activity is significantly higher than that in literature activity.4.Teachers’ understanding and attention to learning quality are not deep enough,the interaction between teachers and children in language teaching activities needs to be improved,and teachers’ teaching ability needs to be improved.At the end of this study,the author also puts forward corresponding educational suggestions on how to cultivate children’s learning quality in language teaching activities: 1.Strengthen teachers’ understanding of learning quality and enhance teachers’ ability to cultivate children’s learning quality;2.Reasonable selection and adjustment of activity content to arouse children’s curiosity and interest;3.Cultivate children’s persistence and attention in conversation and dialogue activities;4.Build a good teacher-child relationship and teaching environment to enhance children’s subjectivity;5.Stimulate children’s imagination and creativity in literary activities.It is expected that kindergarten teachers can better understand the characteristics of the development of children’s learning quality,and provide certain guidance for teachers to cultivate children’s learning quality in language activities.