Children's English learning has no effect mainly due to the lack of understanding of children's English education?
Misunderstandings 1. As long as you can speak English, you can teach children English
Reason: in the eyes of some people, children's English is just to learn English letters, some words and a small number of daily expressions. As long as people can learn English, they can teach children English. Therefore, many English teachers in kindergartens are "halfway home", only learned in middle school or normal school, and have no professional training at all. Although some of them are self-taught English majors, they have never learned the theory of preschool education and know nothing about the physical and mental development characteristics and cognitive laws of preschool children. With such a teacher to carry out English teaching, the effect is conceivable.
Countermeasures: English Teaching for children is a science. Teachers should not only have a solid basic knowledge of English and the ability to use English, but also have theoretical knowledge of English pedagogy, preschool education and child psychology. People who only know English or only know preschool education are not qualified for this job.
2、 Teach children some letters and words in English
原因：有些幼儿英语教师错误的认为，幼儿英语的主要任务就是教幼儿认字母、学单词，要求幼儿机械识记单词，对单词进行分类教学，如动物、身体器官、食品、称谓、颜色、植物、数字……更有甚者，不考虑幼儿的接受能力，不加限制地扩充教学内容，将一些对于成人来说尚感到困难的发音相近的词放到一块教，如fox与box， fish与face， monkey与donkey， pear与bear，这样教只会增加幼儿的记忆负担，引起运用上的混淆，为以后的学习埋下祸根
Reason: some preschool English teachers mistakenly believe that the main task of preschool English is to teach children to recognize letters and words, require children to remember words mechanically, and carry out classified teaching of words, such as animals, body organs, food, appellation, color, plants, numbers What's more, without considering children's receptive ability, we can expand the teaching content without restrictions, and put some words with similar pronunciation that are still difficult for adults into one teaching, such as fox and box, fish and face, monkey and donkey, pear and bear. Such teaching will only increase children's memory burden, cause confusion in use, and lay a curse for future learning
Countermeasures: Children's English is a language, not a subject. As a language, teachers should help children acquire a sense of English. In addition to contacting with English in the English class, they should also provide more opportunities to listen, watch and speak in the kindergarten's one-day life activities, so that children can often contact with English in the kindergarten and gradually get a good sense of English language. As time goes on, children will naturally blurt out.
3、 Can't tolerate children's mispronunciation and wrong words
Reason: some English teachers can't tolerate children's pronunciation is not standard. As long as children's pronunciation is not standard, they will repeat the wrong pronunciation of children, and can't wait to help children correct the wrong pronunciation, or even criticize children. Gradually, children will become afraid to speak English.
Countermeasures: preschool teachers should have enough tolerance for children and tolerate children's nonstandard pronunciation. When children's pronunciation is found to be nonstandard, don't repeat the wrong sound, demonstrate the correct sound, and repeat it constantly. In this way, children hear the correct sound, and they will follow the correct sound. In addition, if children make wrong sounds, they should exaggerate their oral patterns and make correct sounds to children, so that children can master the skills of making correct sounds, but do not criticize children, so as not to discourage children from speaking English.
4、 English teaching as a subject
Reason: some kindergarten teachers mistakenly regard English as a subject, from the course goal setting to the implementation process, they all apply the mode of language class. The children sit in the small chair and start to listen to the teacher's correct pronunciation and read sentences one by one. As soon as the English activity is over, the children forget all about it.
对策：英语是一门语言，应贯穿到实际的幼儿园生活中，让幼儿接触和学习，如睡觉让孩子知道“go to sleep” “wake up”，排队“get into lines”，还有盥洗、点心、游戏都是幼儿英语教学的机会。
Countermeasures: English is a language, which should run through the actual kindergarten life, so that children can contact and learn, such as sleeping to let children know "go to sleep", "wake up", queuing up "get into lines", and toilet, snacks, games are opportunities for children's English teaching.
5、 Using cramming teaching method
Reason: many English teachers are "halfway home". Due to the limitation of the level of teachers, the teaching of English interest classes in some kindergartens presents the characteristics of primary school. The cramming teaching method is adopted. The teachers lead the children to read letters, read words and recite sentences, lack of innovation in form and content, no activities, no games, so it is difficult to arouse children's learning interest Interesting, this kind of teaching is equal to no teaching.
Countermeasures: children are naturally playful, and games are their favorite activities. Children's English classroom teaching is no exception, we should adopt the game teaching method, in order to better mobilize children's enthusiasm to participate in English teaching, also to attract their attention, also to let them devote themselves to English teaching, use hearing, vision and so on to feel English, experience the fun of learning English.
6、 Too many teaching difficulties
Reason: in the practical operation of children's English teaching, some teachers copy the textbook by death. In one activity, they make too many and too high difficulties. They require children to master several words, speak a sentence, and pronounce accurately When children see so many things to learn, they tend to pick sesame seeds and throw watermelon, and then nothing.
Countermeasures: in the process of implementing teaching, preschool teachers should constantly find out the acceptance of teaching objectives, adjust the teaching objectives appropriately, and avoid that the teaching content is too difficult for children to accept and lose their interest in learning English; however, it should not be too easy, so as not to make children feel that there is nothing to learn, because they have learned. Therefore, the difficulty of teaching should be just right, it should be appropriate to exceed the existing level of children, so that children can be further improved on the basis of the existing level.
7、 Over eager for success
Reason: in the actual teaching process, some teachers are eager to see the teaching results, often in a class to let children feedback what they have learned. In fact, it is not difficult for experienced teachers to find that if children are required to give feedback before the second activity, the effect of "second feedback" is often better than that of first feedback, and this also conforms to the law of forgetting curve of children. Therefore, as a teacher, we can make full use of the effect of "second feedback" and do not force children's first feedback.
Countermeasures: Children's English is a language, which needs to be heard, seen and spoken in daily life, so as to get rapid improvement. It's not realistic to require children to master how much English by one or two classes alone. Therefore, kindergarten teachers should be more patient and let children contact with English constantly in daily life. Slowly, children will learn to speak English.