幼儿英语学习的误区是什么？

　　幼儿英语学习没有效果主要是缺乏对幼儿英语教育的理解，下面英语外教老师给大家分享幼儿英语学习的误区是什么?

　　Children's English learning has no effect mainly due to the lack of understanding of children's English education?

　　误区一、只要会英语就能教幼儿英语

　　Misunderstandings 1. As long as you can speak English, you can teach children English

　　原因：在一些人的眼里，幼儿英语只是学学英语字母和一些单词以及少量日常用语，只要会英语的人就能教幼儿英语，所以，很多幼儿园英语教师都是“半路出家”，只是在中学或者师范的时候学过，根本没有受过专业训练。有些虽然是自考英语专业的毕业生，却从来没有学过幼教理论，对学龄前儿童的身心发展特点、认知规律等一无所知。以这样的师资来开展英语教学，其效果是可想而知的。

　　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.

　　对策：幼儿英语教学是一门科学。教师不仅应具有坚实的英语专业基础知识和英语运用能力，还必须具备英语教育学、学前教育学和儿童心理学等学科的理论知识。只懂英语或者只懂幼教的人都不可能胜任这个工作。

　　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.

　　二、幼儿英语教点字母、学些单词

　　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

　　对策：幼儿英语是一门语言，而不是一门学科。幼儿英语作为一门语言，教师就要帮助幼儿习得英语的语感，除了在英语课堂上接触英语外，在幼儿园一日生活活动中，也要提供多听、多看、多说的机会，让幼儿在幼儿园经常接触英语，逐渐获得良好的英语语感，时间长了，幼儿就自然会脱口而出了。

　　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.

　　三、不能容忍幼儿发错音、说错话

　　3、 Can't tolerate children's mispronunciation and wrong words

　　原因：有些幼儿英语教师不能容忍幼儿发音不标准，只要发现幼儿发音不标准，就会重复幼儿发错的音，迫不及待的帮助幼儿纠正错误发音，甚至是批评幼儿，渐渐的，幼儿就会变得不敢开口说英语。

　　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.

　　对策：幼儿教师对幼儿要有足够的宽容心，容忍幼儿发音不标准，当发现幼儿发音不标准时，不要重复发错的音，要示范发正确的音，并不断重复，这样，幼儿听到的是正确的发音，他们也会跟着发正确的音。另外，如果幼儿发错音，就要夸大口型，并对着幼儿发正确音，让幼儿掌握发正确音的技巧，但不要批评幼儿，以免打消幼儿说英语的积极性。

　　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.

　　四、把英语教学作为一门学科

　　4、 English teaching as a subject

　　原因：有的幼儿老师错误地把英语作为一门学科，从课的目标制定、到实施过程，统统套用语言课的模式，孩子们坐在小椅子上开始听老师一个一个的纠正发音、念读句子，英语活动一结束，孩子们就全忘光了。

　　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.

　　五、采用填鸭式教学法

　　5、 Using cramming teaching method

　　原因：很多幼儿英语教师是“半路出家”，由于受师资水平的限制，有些幼儿园英语兴趣班的教学呈现了小学化的特点，采用填鸭式教学方法，教师单一的带领幼儿读字母、念单词、背句子，缺乏形式和内容上的创新，没有活动，没有游戏，难以引起幼儿学习的兴趣，这样的教等于没教。

　　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.

　　对策：幼儿天生好玩好动，游戏是他们最喜爱的活动。幼儿英语课堂教学也不例外，要采用游戏化的教学方法，才能更好的调动幼儿参与英语教学的积极性，也才能吸引他们的注意，也才能让他们全身心的投入到英语教学中，运用听觉、视觉等来感受英语，体验学英语的乐趣。

　　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.

　　六、教学难点过高、过多

　　6、 Too many teaching difficulties

　　原因：在幼儿英语教学的实际操作中，有的教师死抄教本，一次活动中制定了过多过高的难点，要求幼儿要掌握几个单词、还要会说一个句子、还要求孩子发音准确……孩子看到这么多要学的东西，都往往会拣了芝麻丢西瓜，然后什么都不会。

　　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.

　　对策：在实施教学的过程中，幼儿教师要不断去发现幼儿对教学目标的接受情况，适当的调整教学目标，避免教学内容太难，幼儿接受不了，丧失学英语的兴趣;不过，也不要太容易，以免让幼儿觉得没什么可学的，因为都学会了。所以，教学难度要恰到好处，要适当的超出幼儿的已有水平，让幼儿在已有水平的基础上，得到进一步提高。

　　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.

　　七、过分急于求成

　　7、 Over eager for success

　　原因：在实际的教学过程中，有的教师急于看到教学成果，经常要在一节课中让孩子反馈学到的东西。其实有经验的教师不难发现，如果在第二次活动之前再要求孩子反馈，往往“二次反馈”的效果要比一次反馈的效果好，而且这也符合幼儿的遗忘曲线规律。因此，作为教师可以充分利用“二次反馈”的效应，不要强求幼儿的第一次反馈。

　　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.

　　对策：幼儿英语是一门语言，是需要在日常生活中不断去听、去看、去说，才能得到较快的提高。单靠一两节课，就要求幼儿掌握多少英语，那是不太现实的，所以，幼儿教师要多点耐心，要让日常生活中，不断让幼儿接触英语，慢慢地，幼儿也就学会说英语了。

　　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.