幼儿学习英语的特点
幼儿英语学习特点
幼儿英语学习特点心理方面我们发现, 在学习英语时, 越是孩子, 越敢大胆用语言表达自己, 而成人往往会循规蹈矩, 瞻前顾后害怕犯错误, 因为怕被人讥笑而不敢轻易张口说英语来表达自己的观点。
这就充分说明了儿童学英语的特点：没有心理障碍, 敢于在集体面前大胆开口说话进行语言施行不怕羞、不怕错, 在语言学习上的灵活性和创造性成年人无可比拟。
认知方面由于少儿的认知能力与语言的发展同步进行, 他们的认知思维主要依赖于事物的具体形象、表象以及对表象的联想, 具有直观形象性。
少儿的这种直观、形象的思维方式使得幼儿学习英语的兴趣会像他们熟悉新事物的兴趣一样比较持久。
这种直观、形象的思维方式也使得少儿语言学习变得自然, 他们并没有明确地意识到他们正在学习一门语言, 但会主动去理解和表达语言与他人进行信息和情感交流。
少儿在学习英语时还可以多看英文绘本或故事书在脑海中勾勒语言所描述的画面, 自我创造刺激大脑联想, 印象也会随之加深, 通过阅读孩子也能知道如何表达。
兴趣方面孩子学英语, 兴趣是关键!当少儿处在一个愉悦轻松的英语环境氛围中, 少儿会主动地“玩这种新的语言游戏〞, 并努力去掌握其中的“游戏规则〞, 他们并没有把第二语言学习看作是一种学习任务, 而是将它当作参加游戏活动以及获得爱、满足必须要家长欣赏和得到奖赏的一种方式。
如果强迫少儿总在学英语教材、学英语单词、学语法知识点、学怎么考试, 那对孩子来说学英语就变成了一件很痛苦的事。
相反的, 当孩子对英语产生了兴趣, 积极性就会提升, 学习就会变得主动, 效果就会事半功倍。
所以, 家长应该把培养少儿英语兴趣做为首要的任务, 而不是如何提升孩子的英语水平。
没有压力的逼迫, 孩子学习起来自然就会开心。
2幼儿英语学习的几个关键点1.3-6岁。
多多4岁开始学英文, 到5岁已经“学有小成〞。
专家说3~6岁是开始学英语的黄金期, 过了13岁再学英语, 就很难学到纯正道地、不留母语痕迹的〔外语〕。
幼儿学英语的好处简短的介绍
幼儿学英语的好处简短的介绍
幼儿学习英语有以下几个好处：
1. 提前接触英语，为未来学习打下基础：学习英语可以帮助幼儿提前接触外语，为他们未来学习打下基础。
早期的学习可以帮助幼儿在英语方面形成自然、流利的语感。
2. 培养语言敏感性：学习英语可以提高幼儿对不同语言的敏感性，培养他们对语言的兴趣和好奇心。
这也有助于他们在其他语言学习中更加灵活和自信。
3. 促进跨文化交流：学习英语可以帮助幼儿了解不同的文化背景和习惯，打开他们的视野，促进跨文化交流和理解。
这对他们未来的国际交往和工作具有重要意义。
4. 提高认知能力和学习能力：学习英语可以促进幼儿的认知发展，例如提高记忆力、观察力和逻辑思维能力。
同时，学习英语还可以培养幼儿的学习意愿和学习策略，为他们日后的学习打下良好的基础。
总之，幼儿学英语不仅可以为他们的语言能力提供帮助，还可以在认知和跨文化交流方面带来许多好处。
幼儿园英语教学的特点
幼儿园英语教学的特点幼儿园启蒙英语教育是为下世纪人才打下良好语言基础的重要教育手段。
为了让幼儿更好地学习英语，教师在英语教学中需要掌握有效的教学方法，因材施教，提高其质量，保证收到理想的效果。
幼儿园的英语教学与其他教学截然不同，如果教师在教学中只按一般教学规律进行生硬的灌输，让幼儿处于被动学习的地位，忽视幼儿的年龄特征，那这样的教学不会取得成功，幼儿也会产生抵触的情绪，对英语感到厌烦，甚至于影响到其他学科的学习。
因此，我们教师在英语教学活动中应当根据幼儿的年龄特征，采取一系列有效的教学方法，让幼儿在学中玩，玩中学，在愉快和谐的气氛中学习，接受外来语，满足其求知欲。
1、引起兴趣，激发幼儿学习英语的热情。
兴趣是学习的源泉。
在英语教学中，由于儿童年龄特征的影响，幼儿的学习是凭兴趣的，他们对喜欢的东西非常感兴趣，而对不喜欢的东西常常置之不理。
我们在教学中则要针对这一点。
从培养幼儿学习兴趣入手，使之对所学内容产生内容兴趣。
在日常生活中，我常常发现我班幼儿把一些广告词背得津津有味，这是因为幼儿对电视广告的形式感兴趣，使他们产生学的愿望，这样就容易记住了。
所以，在教学中，我常常把要学习的内容制成卡通图片，形象生动，颜色鲜艳，以放电视的形式让幼儿学习英语，这样，幼儿学习的积极性增强了，掌握得非常快。
复习时，让幼儿配音的形式练习记单词，或者教师说出单词，幼儿模仿其动作，让幼儿在学中玩，玩中学。
其次，观看大哥哥姐姐的英语节目，激发他们的表演欲望，更好地学习英语。
兴趣能激发幼儿学习英语，借此挖掘幼儿的巨大潜力。
2、创设情景，促进幼儿积极参与英语学习活动。
兴趣与实践相结合，是幼儿学习英语的基石。
在英语教学中，创设一定情景，增强趣味性，让幼儿参与活动，是为了更好地学习英语。
因此，我要求幼儿根据所学内容，自由创设情景，使之在情景中积极主动学习。
如在学习动词“dance、sing、go ”时，幼儿根据词义，自己做动作，创设舞台表演的情景，让幼儿理解这几个动词的意思，这样掌握起来就非常容易。
幼儿园英语教学特色介绍
幼儿园英语教学特色介绍概述幼儿园英语教学是指在幼儿园教育阶段通过有计划和系统的英语教学活动和教育环境创设，培养幼儿习得英语听、说、读、写及交际能力的教育活动。
幼儿园英语教学特色体现在教学方式、教学内容、教学环境等方面。
特色一：趣味化教学幼儿园英语教学特色之一是趣味化的教学方式。
幼儿正处于敏感期，对外部世界充满好奇和探索愿望，因此，通过有趣的教学活动，可以激发幼儿对学习英语的兴趣。
在课堂上，教师可以通过游戏、歌曲、绘本等形式，让幼儿在愉悦的氛围中学习英语，培养他们对英语的积极态度和学习乐趣。
特色二：情景式教学幼儿园英语教学特色之二是情景式教学。
情景即通过真实或模拟情境来激活幼儿学习英语的积极性和主动性。
幼儿在日常生活中通过角色扮演、模拟游戏等方式进入英语学习的情景，通过参与和互动来提高语言运用能力。
情景教学可以使幼儿学习更加具体、感性和个性化，帮助他们理解和掌握英语知识。
特色三：循序渐进教学幼儿园英语教学特色之三是循序渐进教学。
幼儿英语教学的内容应按照幼儿心理发展规律和语言习得规律，从简单到复杂、由易到难、由浅入深地进行，循序渐进地培养幼儿的英语听、说、读、写能力。
教师可以根据幼儿的兴趣、能力和发展需求，设计合适的教学活动和教学任务，逐步提高幼儿的英语水平。
特色四：多元化评价幼儿园英语教学特色之四是多元化评价。
评价是教育教学过程中不可或缺的环节，能够促进幼儿的学习动力和自信心。
在幼儿园英语教学中，评价应注重发现和鼓励幼儿的进步，注重幼儿的全面发展和个性特点。
除了传统的考试、作业外，教师可以采用观察记录、口头表演、综合评价等多种方式对幼儿的英语能力进行评价，更全面地了解幼儿的学习情况。
特色五：培养跨文化意识幼儿园英语教学特色之五是培养跨文化意识。
全球化背景下，培养幼儿的跨文化意识和跨文化交际能力具有重要意义。
在英语教学中，可以引入不同国家的文化元素，让幼儿通过接触和理解不同文化，培养尊重、包容和交流的意识。
5岁幼儿学英语的特点
5岁幼儿学英语的特点
5岁幼儿在学习英语时，主要展现以下特点：
语言模仿能力。
这个年龄段的孩子非常喜欢模仿，尤其是语言的模仿。
他们可以模仿大人的说话和走路，甚至能模仿一些口音和方言。
这种强大的模仿能力使得他们能更好地学习语言。
短暂记忆能力爆发。
4-6岁的孩子在短暂记忆能力方面有显著的提高，这使得他们能更好地记忆新的词汇和表达方式。
对语言的敏感度。
5岁幼儿对语言的敏感度较高，他们能逐渐理解并运用较为复杂的句子和表达方式。
好奇心和探索欲望。
5岁幼儿对未知的事物充满好奇，对于新的语言和文化背景有强烈的探索欲望。
然而，这个年龄段的孩子也存在一些学习上的挑战。
他们的长期记忆能力相对较弱，对于一些复杂的概念和语法规则可能难以理解和记忆。
此外，他们的抽象逻辑思维能力还未完全形成，对于一些抽象的概念和理论可能难以理解。
因此，针对这些特点，家长和教育者在教学时应该注重提高孩子的模仿能力，利用他们的短暂记忆能力进行词汇和表达方式的记忆，同时也要培养他们的长期记忆能力，以及抽象逻辑思维能力的发展。
此外，为孩子提供丰富、真实的语言环境，鼓励他们积极参与交流和实践也
是非常重要的。
幼儿学英语的好处
幼儿学英语的好处1、记忆力好，模仿能力强孩子出生后，模仿能力很强，能从各种情境中吸收和记住所听到、看到、触摸的事物，逐渐形成自主意识。
1到2岁时，儿童就能模仿成人的声音、手势以及自然的动作和语言。
幼儿开始学习英语，可以提高他们的记忆力和模仿能力，促进他们更快地接受其他新事物。
2、心理障碍小现在很多孩子在应试教育中，只能答题不能说，那是因为他们说的英语不规范，说过一次被嘲笑后就再也不说了。
不过，年幼的孩子就没有这种担心，他们认为有乐趣就会继续说下去。
3、母语的干扰小随着年龄的增长，我们开始学习自己的母语。
母语和英语的特点是不同的。
在强大的母语环境下，自然学习更容易、更快。
当一个孩子能流利地说母语，在说英语的时候就会带着部分母语的发音习惯，这也被称为“带口音”。
随着时间的推移，英语的发音和学习自然会受到影响。
4、培养专注力据一项研究表明，会说不止一种语言的人能够更好地关注周围环境，集中注意力，排除干扰，找到令人困惑的信息。
5、改变大脑结构学习两种语言的孩子比只会一种语言的孩子在考试中表现更好。
尤其是在数学、阅读和词汇方面。
学习另一种语言可以刺激大脑灰质中的神经元和突触的结构，使其更加密集和活跃。
这是对大脑的锻炼。
6、孩子更加独立和自信会说两种或两种以上语言的'人更有能做出理性判断，行动也更自信。
这是因为任何语言的词汇都包含细微的差别和微妙的暗示，而这些偏见会在潜意识中影响判断。
会说多种语言的人会用他们的**语言来考虑他们最初的结论是否正确，一旦他们觉得是正确的，他们就会对结果非常有信心。
7、延缓老年痴呆症根据研究显示，单语成年人患痴呆症的平均年龄为71.4岁。
能说两种或两种以上语言的成年人平均年龄为75.5岁。
这些研究考虑了许多因素，如教育、收入、性别和身体健康，但结果是一致的。
幼儿园的外语教育有何特点
幼儿园的外语教育有何特点幼儿园的外语教育是儿童语言发展的重要一环，具有以下几个特点。
首先，幼儿园的外语教育注重创造性和趣味性。
年幼的孩子对于学习新的语言并不具备成人的学习能力和技巧，因此，外语课程的设计必须充分考虑到幼儿的兴趣和天性。
通过游戏、音乐、绘画等形式，将外语教学与娱乐相结合，使得孩子们在玩乐中学习新的语言，增加了他们的参与度和学习动机。
其次，幼儿园的外语教育强调口语交际能力的培养。
在外语教育中，掌握语音、词汇和基本句型是非常重要的，而幼儿在语言习得的阶段，口语表达能力的培养尤为关键。
因此，外语教学通过情景对话、角色扮演等方式，让孩子们在实际交流中使用外语，激发他们的兴趣和自信心，提高他们的口语交际能力。
此外，幼儿园的外语教育注重培养学习策略。
幼儿阶段是语言习得的关键期，培养良好的学习策略对于孩子们的语言发展来说尤为重要。
外语教学应引导孩子们发现和探索语言规律，促进他们积极主动地学习，并激发他们的思维能力和学习动机。
在教学中，教师应当帮助孩子们形成适合自己的学习方法和思维模式，培养他们的学习兴趣和自我学习的能力。
最后，幼儿园的外语教育强调文化交流和多元化。
外语学习不仅仅是语言的学习，还涉及到文化的交流和理解。
幼儿园的外语教育应当通过传统节日、绘本故事等形式，向孩子们介绍外语使用的文化背景，培养他们的跨文化意识和认知，增加他们的视野和开阔度。
此外，引入多种外语和多元文化的教学资源，可以让孩子们在学习外语的同时，感受到不同文化的魅力，促进他们的综合素养的发展。
总之，幼儿园的外语教育具有创造性和趣味性、口语交际能力培养、学习策略培养以及文化交流和多元化等特点。
通过合理的教学设计和方法，幼儿园的外语教育可以为孩子们提供一个积极、愉快和有效的外语学习环境，促进他们的语言发展和全面素质的提升。
幼儿园英语教材
幼儿园英语教材幼儿园英语教材是为了满足幼儿园学龄前儿童的英语学习需求而设计的教学材料。
在幼儿园阶段，英语教材的编写需要考虑幼儿的认知能力、兴趣爱好以及语言发展特点。
本文将介绍幼儿园英语教材的特点和编写原则，以及针对不同年龄段的具体内容和教学方法。
一、幼儿园英语教材的特点幼儿园英语教材的特点主要包括以下几个方面：1. 以趣味性为主导：幼儿园阶段的孩子对学习的兴趣高，他们更喜欢通过游戏和互动的方式来学习。
因此，幼儿园英语教材应该注重趣味性，设计丰富多样的游戏、歌曲和故事等形式，吸引孩子的注意力，激发他们的学习热情。
2. 强调口语表达：在幼儿园阶段，孩子的口语表达能力正在迅速发展。
因此，幼儿园英语教材应该加强口语训练，注重培养孩子的听、说、读、写能力中的听和说两个方面。
通过日常的口语练习和对话活动，帮助孩子建立正确的发音和语感。
3. 注重生活化和情境化教学：幼儿园英语教材应该以日常生活中的场景和情境为基础，将英语学习与实际生活紧密结合起来。
通过模拟真实情境，让孩子在学习中能够感受到语言的实际运用场景，提高学习的效果和乐趣。
二、幼儿园英语教材的编写原则编写幼儿园英语教材应遵循以下原则：1. 渐进式教学：教材应该按照孩子的认知发展规律和英语学习的难易程度进行编写，从简单到复杂，由浅入深。
通过渐进式的教学方式，帮助孩子逐步掌握基本的英语语音、词汇和句型。
2. 生活化教学：教材应该贴近幼儿的生活实际，以幼儿园的日常生活场景为背景，让孩子在学习中感受到语言的实际运用场景。
例如，通过教授与食物、家庭、学校等主题相关的词汇和句型，帮助孩子在熟悉的情境下学习。
3. 多样化的教学活动：教材设计应注重多样化的教学活动，包括游戏、歌曲、故事、手工制作等。
通过多种形式的教学活动，激发孩子的学习兴趣，增强他们的参与度和互动性。
三、幼儿园英语教材的具体内容和教学方法1. 小班（3-4岁）：针对小班幼儿，教材应以基本的英语语音和词汇为主，通过简单的游戏和歌曲等形式，培养孩子的语感和语音准确性。
幼儿英语教学的特点
幼儿英语教学的特点随着社会经济的发展和全球化的进程，英语已经成为了世界上最为广泛使用的语言之一。
各种类型的英语 learning materials和课程也层出不穷。
而在幼儿教育方面，学习英语已经成为了不可忽视的一部分，越来越多的父母也开始将孩子送到英语学习班中，以期能够让他们从小开始接触英语，并实现英语语言的早期启蒙。
幼儿英语教学具有许多独特的特点，接下来就来探讨一下。
专业教学幼儿英语教育需要专业、资深的教师和教学资料才能够有效开展。
相较于成人英语学习，幼儿的英语学习更注重语言的启蒙和语言环境的营造，需要有专业的带领和课程设计来促进孩子对英语的接触和学习。
专业的幼儿教师应该具有充足的英语语言素养和教学经验以及对孩子的理解，同时还应了解和研究幼儿的思维发展和认知方式，才能够付诸实践有效帮助孩子学习英语。
全面式的教学幼儿英语学习的最大特点是浸入式教学。
所谓浸入式，指的是通过模仿、互动、歌谣、故事等方式，在无压力和自然的环境中让孩子习得语言能力。
不同于成人英语学习需要遵循基础语言规则，幼儿学习英语则是在与老师、家长和朋友的交流互动中习得“用语言去思考”、“表达”和“交流”的能力，从而以英语进行沟通和交流。
个性化的教学孩子们在成长过程中有各种不同的性格和学习需求，他们的成长环境、背景及个性特点完全不同。
因此，幼儿英语教师需要对每个孩子深入了解并根据不同个体差异进行灵活的教学安排和课程设计。
就像英语角游戏中围绕着孩子们的兴趣和想象力展开的游戏活动，可以让孩子们愉悦学习英语。
终身式的教学幼儿英语教育是一种终身式学习过程，家长和教育机构不仅要在幼儿期为孩子建立英语的基础，更要在日常生活中让孩子继续保持对英语的接触和学习，从而在将来可以更好的应对学习和工作的需要。
因此，正如课堂教学一样，家长们也要在家庭中创造鼓励孩子学习英语的环境，例如常用英语与孩子交流，以及阅读绘本等方式。
参与互动式的教学幼儿英语的学习通过自由探索和参与互动式的教学来激发孩子对英语的兴趣和好奇心。
幼儿园英语教育的特点
幼儿园英语教育的特点幼儿园英语教育的特点随着英语的国际地位不断提高，幼儿园英语教育已经成为热门话题。
幼儿英语教育的目的是为了培养幼儿对英语的兴趣和应用能力，让幼儿在未来的学习和生活中更好地应对英语，从而更好地面对国际社会的挑战。
这里有一些幼儿园英语教育的特点。
1. 环境氛围幼儿园英语教育需要营造一个适合学习英语的环境氛围，为孩子们提供充足的学习资源。
新颖的教学技术和聘请的外教，也为英语教育提供了非常有力的支持。
通过这个环境氛围，综合提升幼儿英语的学习兴趣和交流能力，同时也给孩子们创造一种更好的英语学习氛围和语言环境。
2. 游戏幼儿园英语教育注重让孩子们轻松地学习英语，让他们在游戏中掌握英语，从而激发孩子们的学习兴趣。
通过游戏的方式，孩子们不会感到枯燥乏味，反而会愉悦地学习，从而更好地掌握英语知识。
在这个过程中，孩子们的思维能力得到了锻炼，增加了孩子的记忆力和语言表达能力。
3. 知识与能力的平衡幼儿园英语教育并不是只关注孩子们的语言知识，而是更加注重培养孩子的交际技能和思维能力，让孩子们在英语学习中获得全面的成长。
因此，在幼儿园英语教育中，知识和能力的平衡是非常重要的。
4. 多媒体技术幼儿园英语教育充分利用了多媒体技术，将新鲜、生动的英语教学资源呈现给孩子们。
多媒体可以让孩子们在听、说、读、写过程中更加自然地感受英语学习的魅力，帮助孩子们快速而有趣地掌握英语的知识。
5. 专业外教英语课程的专业外教老师是幼儿园英语教育的重要保障。
拥有着丰富英语教学经验和优秀的教学技能，专业外教不仅可以使孩子们在学习英语中得到更好的技术支持，也可以在教学过程中锻炼孩子们的口语表达能力。
6. 愉快的学习氛围幼儿园英语教育需要创造一种愉快的学习氛围。
这种氛围不仅可以让孩子们轻松愉悦地学习英语，还可以培养孩子们的各种习惯，比如合作精神、自我控制力、团队合作精神等。
总的来说，幼儿园英语教育注重的是让孩子在愉悦的氛围里掌握全面的英语知识和技巧，能够积极应对未来的学习和生活。
少儿学习英语的重要性和必要性
少儿学习英语的重要性和必要性就语言学习的角度来说，幼儿及早学习一门外语，是有一定优势的。
这表现在：第一、幼儿的心理障碍小。
大人在学习外语时，会介意自己的文法和意思是否正确，说错了会觉得没有面子;而小孩子的“语言自尊”尚未形成，不会分辨哪一个是自己的母语、哪一个不是自己的母语，自然就不会抗拒外语。
第二、幼儿的母语发音尚未定形，口腔肌肉弹性好。
幼儿的发音器官尚处于发展状态，具有相当大的弹性，这有利于不同语言发音的需要。
第三、幼儿的记忆力好、模仿能力强。
孩子从出生后，就能够从各种情境中不断吸收、记忆所有听到的声音，看到的影像，以及触摸到的东西，渐渐地组成有意义的概念。
第四、幼儿越早学习外语，词汇累积量就越大，语法的掌握也越正确。
第五、幼儿学习外语还可以给脑细胞以丰富的刺激。
人的大脑中有几亿个细胞，连结成庞杂的网络，而这些脑神经细胞在三岁时发展达到最高峰，如果在三岁前没有给予大量刺激，部分脑神经细胞会因为无用而萎缩。
可见，越早学习外语对孩子来说益处越大。
而英语是世界上使用最为广泛的语言之一。
因此，学好英语就变得尤为重要。
多年来已有的经验证明在学习英语的过程中孩子找到了自信，由原来的胆怯、腼腆，变得开朗了、爱说了，并且提高了对学习的积极性，自己能够主动地去学习新的单词。
而作为家长的我们，当孩子询问一些我们自己并不知道的东西时，也会积极努力的去提高自己的英语水平，然后满足孩子的学习需求，使我们全家的英语水平都得到了提高。
更重要的是，在与孩子的学习互动过程中加深了彼此之间的感情，从中得到了快乐!不仅如此，孩子在学习英语的过程中，在得到不断肯定和认可的过程中增加了对其他学科的学习兴趣，并把英语当作是其他一些枯燥学科的调剂品，在游戏中学习。
可见，幼儿学习英语的优点是毋庸置疑的，只要掌握好方法，让孩子快乐的学习肯定是有百利而无一害的。
有句俗语说得好：“艺多不压身”，多学习一门技能，不仅开阔视野，增加知识;还能够增进亲子之间的感情，何乐而不为呢?为了适应社会发展，儿童英语教育已经逐步发展成为一门重要的学科。
幼儿学习英语的好处是什么_孩子从小学习英语的好处
幼儿学习英语的好处是什么_孩子从小学习英语的好处英语是国际通用语言之一，幼儿学习英语的好处有哪些？下面是小编收集整理的一些幼儿学习英语的好处是什么_孩子从小学习英语的好处，欢迎大家前来阅读。
幼儿学习英语的好处：一，心理障碍小。
大人英语时，会介意自己的文法和意思是否正确，说错了会觉得没有面子;而小小孩子的“ 语言自尊” 尚未形成，不会分辨哪一个是、哪一个不是自己的母语，自然就不会抗拒外语。
二，母语发音尚未定形，口腔肌肉弹性好。
幼儿的母语发音尚未定形，处于发展状态，口腔肌肉具有相当大的弹性，这有利于不同语言发音的需要。
而英语是世界上使用最为广泛的语言之一。
因此，学好英语就变得尤为重要。
只要掌握好方法，让孩子快乐的学习，肯定是有好处的。
三，记忆力好、模仿力强。
孩子从出生后，就能够从各种情境中不断吸收、记忆所有听到的声音，看到的影像，以及触摸到的东西，渐渐地组成有意义的概念，到了一二岁时，孩子就能模仿大人的发音、姿态、手势、自然的动作语言。
四，越早学习，词汇累积量越大，语法的掌握也越正确。
语言的学习，需要靠时间来累积词汇量，而语法的掌握，也必须在时间和经验中修正改进，这样一来，词汇量越丰富，孩子就越能将意思表达清楚，而掌握语法的能力越好，孩子越能流畅地说英语。
五，可以给脑细胞丰富的刺激。
人的大脑中有几亿个细胞，连结成庞杂的网络，而这些脑神经细胞在三岁时发展达最高峰，如果在三岁前没有给予大量刺激，部分脑神经细胞会因为无用而萎缩。
汉普森英语所说的对孩子从小进行英语教学，并不是那种对孩子一教包会的“填鸭式”教育!而是一种爱的态度，是语言环境和肢体表情的融合，是挖掘孩子潜质的智力开发，从而掌握孩子的年龄特征和教学科学性，营造家庭、学校、社会三大学习环境，透过“看、听、玩”、“说、读、写”六大学习功能，多方刺激、反复练习，完整持续的达成教学目标。
孩子从小学习英语的好处1、赶上世界的步伐如今，中国一直不断的走向国际化，许多的企业和公司都与国际接轨，英语又是唯一可以让世界人都可以听懂的语言。
英语学习5-6岁幼儿特点
"5 ~ 6 years old children's age characteristics"5 ~6 years of age is about to enter the elementary school age, can be called into the pre-school preparation stage, this period of children's psychological activities in general and the intention of the performance is more obvious. Initially formed a relatively stable psychological characteristics. They began to take control of their own, and things are no longer "drift", seems to be more "assertive", to people, to oneself, to start with a relatively stable attitude.5 ~6 years old children's curiosity is no longer satisfied with superficial understanding of things, and to their. Active children is not the main stay in the activities of the body, is also reflected in the intellectual activities of enthusiasm, and with a strong thirst for knowledge and understanding of interest, the age of young children's love of learning, often put forward a variety of, learn some new knowledge or skills, will be satisfied, and like to talk to others.5 ~6 years old is the brain development of children with significant speedup period, with the formation of the structure of infant brain and brain function development and strengthen the process of children's inhibition, can gradually control their own behavior, reduce sex drive, promoting children's accurately understanding the development of things. Children's thinking is concrete, but obviously appears in the budding abstract logical thinking, in their logical reasoning is still preliminary, due to the limited knowledge and experience, children's reasoning conclusion also often occur in the wrong. In the cognitive aspects of children can be classified according to the concept; according to category memory; master the part and the whole of the relationship; can master "around" and so on more abstract concept; the causal relationship is also understood.5 ~6 years old children to be more organized clearly independent about what they saw or heard things and stories, some children even can speak vivid, vivid, with the development of speech, in the children's thinking, the relationship between image and word is gradually changing, strengthen the role of words, to clear all the sounds, understand a complex sentence, understand the meaning of a word and mastered vocabulary of class concept and representation of causal connectives, linguistic coherence has been strengthened, and gradually get rid of the shackles of image, image, has become a tool of thinking.5 ~6 years old children of things have begun to have a relatively stable attitude, personality began to form, and children's cognition activity abstract generalization of the development and various kinds of psychological activities intention associated with the development, can better establish social rules and their behavior, their behavior and the reactions of others. In the action of consciousness in a variety of ways to control their, mood is not so easy to change, thoughts and feelings less exposed, has begun to have implicit, regulate their emotion expression ability has a certain degree of development, they attach importance to adult peer evaluation of their own, can have a good positive way to interact with people, also want a companion that others to accept their own.For 5 ~ 6 years old children age characteristics, adults should pay attention to the protection of their intellectual curiosity, to children for some simple scientific knowledge education, guidethem to discover things between various internal relations, to promote the intellectual development. In answer to their problems, which requires adequate instructions, and the need to have a certain skill, should not be too much trouble and refused to answer children's questions, the personality characteristics of children first, adults should be given full idea, in view of the characteristics of each of the children, individualized, so that they can develop in a healthy way. Full of confidence, do a good job in the preparation of pre school, a smooth into the primary school.Parenting common sense - 5-6 years old children's age characteristicsTaipan is in kindergarten last year. This is a turning period between elementary school children from kindergarten to, is a child from the stage of the game to learn a period of transition, how to help children to better through such a transformation, we must first understand the characteristics of the child's age.1, physical and motor developmentChildren 5 years old when the brain weighs about 75% of adults, 6 years of age about 90% of adults. The structure of the brain has been quite mature, cortical excitation and inhibition process to further strengthen, but still not enough balance, excitement is stronger than inhibition. Action to enhance flexibility, can skillfully make muscle movement, such as hopping, playing ball, playing a variety of methods such as rope. Improve the ability to balance, can climb, slide, etc.. Fine motor function has been greatly improved, can more freely control the wrist and fingers, flexible use of some tools, such as scissors, hammers, etc., can be used to shape the fine part of the mud.2, cognitive abilityInadvertently pay attention to the further development of the sense of activity can focus on a longer period of time. Conscious attention to a certain stability and consciousness, the concentration of time can be extended for about 15 minutes or so, with a preliminary sense of the task. The purpose of observation has been improved, can take the initiative to observe things around, such as changes in the bud and the tree, the changes of the silkworm and tadpoles, and can master some of the observation methods. Intentional memory has a significant development, can take the initiative to learn the contents of the task or the task of adult layout. Abstract logical thinking began to sprout, can be based on the nature of things to carry out a preliminary summary, classification, can analyze the relative relationship between things. Learning desire and desire to explore strong, will often put forward "what is this?", "why" and "how to do" and so on, to use some materials and tools to operate, doing scientific experiments, and eager to seek a scientific answer. Love thinking and creative activities, such as guessing.3, language development5-6 years old children of coherent to talk about independence see and hear things and stories,with the development of speech, in the children's thinking, the relationship between image and words is gradually changing, words used to strengthen, can clear all speech, language coherence is enhanced, and gradually get rid of the shackles of the image, the image of, has become a thinking tool. Internal speech is gradually formed on the basis of himself, and the regulating function of speech acts on the basis of the gradual development. Rapid increase in vocabulary. The ability of speech expression is obviously improved, it can be more clear, continuous and even the expression to describe things, speak vivid, image. To be able to communicate with peers and adults in a good way, and to express their views and opinions confidently. Start to produce interest in the text, will create their own imagination of the text, to be more independent, professional reading books, understanding the ability to continue to enhance.4, social developmentSelf evaluation ability of the initial development, when the evaluation of others and their own feelings do not match, it will show that the opposition and the debate. Most children have relatively stable hobbies and friends. Self - control ability to enhance the initial control of their external performance, awareness of the rules, and gradually be able to comply with the collective development of the rules of conduct. Awareness of cooperation, the initial control of their external performance, awareness of the rules to enhance, and gradually be able to comply with the collective development of the rules of conduct. Strong sense of cooperation, can work with the group or a few companions to play games and complete some tasks. Awareness of self - discipline, in the labor of a certain sense of responsibility and persistence.5, artistic expressionDesire to enhance the performance of art, like to use a variety of ways to express their own understanding and emotion. Music perception and performance enhancement, through their own imagination, feelings and performance of several different styles of music or dance, with a certain ability to create. Can use a variety of materials and the use of auxiliary tools for the creation of art, can appreciate the different styles of art.6, the gradual development of self evaluation abilityAfter 5 years of age, children's personality has a more obvious performance, the most prominent is the development of children's self consciousness. In this period, the development of children's self consciousness is mainly reflected in the ability of self evaluation. Children's self ratings from compliance evaluation to independent evaluation of development, they no longer believe adult evaluation, when the evaluation of adult and children's self evaluation is not the same, they will plead. At the same time, children's self evaluation started from the individual evaluation to polyhedral evaluation development, for example, children in kindergarten in the evaluation of their own, would say: "I can sing and dance, but not good at drawing."7, the stability of emotion and the purpose of growth6, 5 year old children's emotional, although still because of the influence of the outside world thing?About suck Khin than 6 mechanical underground stem squeeze fortunately the 4 four Shu Zheng Tong Kan resistant to send door monopolizing lawsuit too pod key monopolizing Joe the in anergy, deputy delegation and they group match shoe last machinery Nai cylinder Luan Jun from obliqua were stutter in Xin Ya halo of twilight. 6 Metaplexis japonica volatile fortunately delicacy pocket "Nie spectrum is about Oh shoe last machinery Liao for example, 'ne stamp amaranth move, Qu towering repair Buddhists cupboard weighbridges streets anchovy in shoe department and shine for example, with the disadvantages about drought seek only a mirage of the patellar fan gently only mail" speech disease league they group match show Velvet box "twilight the post Ba Tong value coal coriander is?8, self-care ability and labor ability increased significantlyChildren in this stage are more independent in terms of daily life, they can choose to like, suitable for their own clothes, can use chopsticks to eat, clip dishes, but also can not affect other people to sleep quietly.The late pre-school children have been able to separate labor and game, of labor to serious attitude, concerned about labor results, can be a preliminary understanding of some of the social significance of labor: they like to participate in the adult labor, at home will sweep the floor, wipe the table, finishing their own activities. In the kindergarten can do some whatever planting, feeding and duty of labor: in labor showed some responsibility.9, gradually enhance the awareness of cooperationIn the interaction, the age of the children began to have a sense of cooperation. They will choose their own love playmate, can carry out cooperative game with three five kids. They gradually understand the principle of fairness and the need to comply with the collective agreement, but also to other partners to introduce and explain the rules of the game. For example, in the small stage performances in the game a few children can be assigned roles, props, to language, action, etc., and have a certain level of cooperation.10, the gradual formation of rule consciousnessChildren in kindergarten rules consciousness gradually formed, they began to learn to control their own behavior, to comply with the collective of some common rules, for example, the end of the game to put the toys and put it back in its place, speak in class to raise their hands and so on. Large late children especially love have the rules of the game, like sports games, chess games. Contrary to the rules in the activities, children are often charged "". But children in this period have not yet reached the discipline of the rule. Rules for children or outside, so children in the practice of rules will show self center11, the action is flexible, and the control ability is obviously enhanced.5 years old children walking speed basic and adult same, balance is significantly enhanced, with more complex motor skills activities, and also accompanied by music rhythm and dance. Muscle of little finger rapid development, has been able to freely control the wrist; use your fingers to activities, for example, flexible use of scissors, with plasticine material pinch out various forms, but also correctly use brush, pencil, simple art activities.12, love to learn, good to ask, there is a strong desire for knowledgeLate pre-school children to the world around you with a positive quest for knowledge and attitude, they not only love asked: "what?" would also like to know: "how come?""what do?" children often put forward such a question: "why does the moon follow me? Fish are in the water swim?""TV, how can walk and talk?" some children like toys apart to explore the mysteries of the. Children began to be interested in the origin of natural phenomena and the principle of mechanical movement, eager to get a scientific answer.13, a preliminary understanding of the world around the more subtle causal relationship6, 5 year old children begin to understand the causes of various phenomena from the inner hidden reasons. For example, in the interpretation of table tennis from the tilted blocks fall when said: "table tennis is round. Block is inclined, the ball will roll up." Shows that children have been able to from the relationship between the position of the object and the shape of the object, i.e., the "Circular" and oblique "to find a table tennis ball rolled down. But due to the complexity of the phenomena around the causal relationship, even to the 5, 6 years old, children's level of understanding of causation in different phenomenon also can not be the same and of daily life are not familiar with the complex causal relationship is still very difficult to understand.14, can be summarized and classified according to the nature of the surrounding thingsWith the development of abstract logical thinking, 6 and 5 years old children can be classified according to the essential attributes of things, such as the fur, four legged cats, rabbits and pigs. However, due to the precise meaning of knowledge, language, abstraction level constraints, this stage children master class concept is still relatively early, simple, still can not grasp the concept of all, the lack of ability to a higher level of abstraction. Therefore, children in the general classification will inevitably appear some errors on the concept of extension, for example, some children can only be summarized as animals, birds, and the exclusion of insects in animals.15, can be vivid, expression to describe things6, 5 years of age is a significant improvement in children's language expression ability, they can not only systematically describe the life of knowledge, but also can vividly describe things vividly. In conversations with adults and peers, self - centered expression is gradually reduced and can be adjusted according to the language of others. The pictures about ability was obviously improved, the children in the story to imagine the role of psychological activities according to the pictures. Flexible language expression; and different from others. But in this stage, there are individualdifferences in the general ability of language and the logic of language expression.16, significant improvement in reading interestChildren in kindergarten not only on the book reading interest, can long broad attentively reading, to understand the content of ability. And began to generate interest in the text, when they see their own understanding of the characters in the book or advertising signs will be very excited, often pestering adults to teach them how to read, read the enthusiasm is very high, memory is also very strong. They also often in their paintings, write the crooked Chinese characters to the large term children gather in a picture book for edge edge even ignorant with studying the text; reading them a lot of fun.17, to create a strong desireDue to the development of small muscle motor skills, the dexterity of both hands, the ability of children to manipulate objects is greatly strengthened, they are more and more like those who can meet the imagination and desire to create a variety of multi degeneration of toys. They can focus on the various operations of the object for a long time. Cooperation will be a few people to build a familiar landmark buildings, such as the "Yangpu bridge", "Oriental Pearl TV Tower" etc.. 5, 6 year old children to compose songs of interest, they will own their own paintings, handmade products with songs. In sports activities they often create new styles, come up with unique gameplay.18, a symbol of the game tends to mature6, 5 years old children play role play, the role of interest in the interest of the strong, there has been a major role and the relationship between several related social roles. As children's thinking is further to the development of abstraction, so more in the game appears to use language and actions to replace the object behavior. The extent to which the child is in agreement with the substitute is improved, and the dispute in the game is reduced. In addition to the theme of the game from the children's life, but also from the film and television works. In the role of the game can synthesize their own experience of a variety of life content, summary and creativity to reproduce the general life scene.19, the performance and the way of expressionChildren in this age group have a strong desire to express themselves in a variety of ways. For example, in the art activities will use a variety of tools for painting creation. In music activities through songs and dances, musical instruments, language and other means to express their understanding of the music. Go out to visit, children will use the construction way of painting, reflect their own what one sees and hears. They are also keen on dramatic performances.5 ~6 years old children age characteristics5-6 years of age is the preparatory stage for early childhood, the psychological activity of children in this period is generally and the intention of the performance is more obvious. Initially formed a relatively stable heart?Kip. Ao?5-6 years old children's curiosity is no longer satisfied with superficial understanding of things, and to get to the bottom.5-6 year old children's body parts of the proportion of the proportion of the proportion of adults to close to the direction of development. Bones continue to ossification, large muscles have been more developed, can be flexible and coordinated to master the basic movements, the rapid development of small muscles. Have a certain sense of self protection, good living habits and awareness of cooperation.5-6 years of age is the brain development of children with significant speedup period, with the formation of the structure of infant brain and brain function development and strengthen the process of children's inhibition, can gradually control their own behavior, reduce sex drive, promoting children's accurately understanding the development of things. Children's thinking is still specific, but obviously there is an abstract logical thinking sprouting bud. According to the cognitive aspects of the concept classification; according to category memory; master the part and the whole of the relationship; can grasp the "left" and so on more abstract concept; the causal relationship is also understood.5-6 years old children to be more organized clearly to talk about independence see or hear the things and the story, with the development of speech, in the children's thinking, the relationship between image and word is gradually changing, strengthen the role of words, to clear all the speech, linguistic coherence has been strengthened, and gradually get rid of representation, the shackles of the image, began to become a kind of thinking tool.5-6 years old children of things have begun to have a relatively stable attitude, personality began to form, and children's cognition activity abstract generalization of the development and various kinds of psychological activities intention associated with the development, can better establish social rules and their behavior, their behavior and others reflect the. Can use a positive and friendly way to interact with others, and pay attention to the evaluation of adult companions, but also hope that peer acceptance.Characteristics of 5~6 years old children learning science5~6 year old children, soon to enter the primary school, they are more eager to learn about the world than 4 years old children. Moreover, this stage of the child's abstract thinking began to sprout.1, there is a positive thirst for knowledge.5~6 years old children, have a positive attitude towards learning and exploration around theworld, they not only ask "what is it?""Why?" But also want to know "how come?""What to do?" Often can hear the children put forward such a class of problems, such as "why the moon will follow me?"""Why can the fish swim in the water?""How do people on television walk and talk?" Etc.. Some young children in doing scientific experiments, to come up with different ways to explore the results of the experiment. Some like the toy apart, would like to see the mystery, the origin of natural phenomena and the principle of mechanical movement began to be interested in, eager to get a scientific answer.2, a preliminary understanding of scientific phenomena in the comparison of the inherent, hidden cause and effect relationship.5~6 year old children have begun to be able to understand the cause of scientific phenomena from the inherent, hidden reasons. For example, in the interpretation of the ping-pong ball rolled down a sloping blocks from the said: "table tennis ball is round, the building block is oblique, the ball put up will roll." Shows that they have been able from the relationship between the position of the object and the shape of the object, namely "circle" and "oblique" looking for table tennis ball rolled down. But due to the complexity of scientific phenomena of causality, even at 5 to 6 years old, children's level of understanding of causation in different scientific phenomenon also can not be the same, and daily life are not familiar with the complex causal relationship is still very difficult to understand.3, can be based on the essential attributes of the preliminary classification of things.Through the purpose of education, with the development of abstract logical thinking, 5~6 years old children began to be able to according to the essential attributes of things, in accordance with the classification criteria of objective things to carry out a preliminary classification. Such as having a hard mouth, long feathers and wings and two legs of chicken, duck, goose to belong to poultry. The fur on the body, four legged cats, rabbits, pigs classified for livestock; infant stage, due to the knowledge, language, abstraction level constraints, mastery of class concept is still relatively primary and simple, unable to grasp the concept all the precise meaning, lack of needed to master the high level class concept, summarized on the basis of a higher level of abstraction ability. Therefore, by the age of 5~6, there will inevitably be some errors on the extension of the concept. For example, some children can only be summarized as animals, birds, and the exclusion of insects in animals, that the insects are insects, not animals。
【才艺培养】幼儿学习英语的好处与弊端
【才艺培养】幼儿学习英语的好处与弊端1幼儿学习英语的好处1.孩子们学习英语较少受到母语的干扰成年人开始学习外语，他们容易无意识地以自己的母语为标准来衡量，接受所学语言。
这种受母语干扰的心理情绪会直接或间接地影响第二语言的学习。
与成年人相比，儿童的母语语言习惯还没养成或完全养成，所以在学习外语过程中受到的母语干扰就要比成年人小得多。
2.儿童学习英语的心理障碍较小在学习外语过程中，成人会介意自己的文法和意思是否正确，说错了会觉得没有面子；而小孩子的“语言自尊”尚未形成，不会分辨哪一个是自己的母语、哪一个不是自己的母语，自然就不会抗拒英语。
从幼儿的心理特征来看，他们对一切新事物都很感兴趣，因此，他们在学习外语的过程中表现得非常活跃，十分自然。
3.早期英语培训有助于儿童各方面智力的发展学习英语对于发展幼儿的语言、认知、思维和交际等各种能力是非常重要的。
学习双语的儿童，往往在思维的流畅性、灵活性、创造性和新颖性方面优于学习单语的儿童。
另一方面，通过外语学习，可以扩大儿童的视野，了解其它国家的人民和文化，这无疑将有益于跨文化人才的培养，并为以后更高层次的外语学习奠定初步的基础。
4.幼儿他们的生理特点决定了他们学习外语的优势幼儿的记忆力好、模仿能力强。
孩子从出生后，就能够从各种情境中不断吸收、记忆所有听到的声音，看到的影像，以及触摸到的东西，渐渐地组成有意义的概念。
幼儿越早学习外语，词汇累积量就越大，语法的掌握也越正确。
5.学习英语的孩子也能给脑细胞带来丰富的刺激人的大脑中有几亿个细胞，连结成庞杂的网络，而这些脑神经细胞在三岁时发展达到最高峰，如果在三岁前没有给予大量刺激，部分脑神经细胞会因为无用而萎缩。
可见，越早学习外语对孩子来说益处越大。
而英语是世界上使用最为广泛的语言之一。
因此，学好英语就变得尤为重要。
2.儿童学习英语的缺点1、幼儿学英语会影响母语的发展；2.孩子太小，学不好英语；3、幼儿学英语，会给幼儿造成巨大的学习压力。
学前英语教育特点
学前英语教育特点学前教育是指针对幼儿进行的早期教育工作，其重要性备受重视。
在学前教育中，英语教育的特点尤为重要，对幼儿的语言发展、认知能力和跨文化交流具有深远的影响。
下面将就学前英语教育的特点做一些分析和探讨。
首先，学前英语教育是基于幼儿发展的特点和规律进行的。
幼儿在学前阶段正处于语言能力迅速发展和认知能力逐渐形成的关键时期。
因此，学前英语教育应该以幼儿的发展水平和特点为基础，注重通过寓教于乐的方式激发幼儿学习英语的兴趣，引导幼儿积极参与语言活动，促进其语言能力的全面发展。
其次，学前英语教育具有趣味性和互动性强的特点。
幼儿的学习方式以游戏和互动为主，因此，学前英语教育应该通过丰富多彩的教学活动，如歌曲、游戏、手工制作等，激发幼儿对英语学习的兴趣和热情，培养幼儿积极参与学习的习惯和能力。
再次，学前英语教育注重循序渐进和情境化教学。
幼儿的学习过程主要通过感知与认知相结合实现，因此，学前英语教育应该在轻松愉快的氛围中，通过情境化教学和循序渐进的方式，引导幼儿逐步掌握英语基本知识和技能，促进其语言表达和沟通能力的提升。
最后，学前英语教育重视个性化和综合发展。
每个幼儿的学习特点和发展需求各不相同，因此，学前英语教育应该注重对幼儿的个性化需求进行针对性培养，通过多元化的教学手段和课程设置，促进幼儿在语言、认知、情感、社交等方面的综合发展，实现每个幼儿的全面素质提升。
综上所述，学前英语教育具有针对幼儿发展特点、趣味性和互动性强、循序渐进和情境化教学以及个性化和综合发展等特点。
通过有计划、系统的学前英语教育，可以有效促进幼儿的英语学习和综合素质发展，为幼儿的未来学习和生活奠定坚实基础。
第4讲 幼儿英语教学的特点和原则
二、幼儿英语学习的影响因素
（一） 幼儿个人因素
智力发展水平越高，理 解分析与感悟能力往往 较强
智力 因素
语言 能力
态度和动机是影响幼儿 英语学习效果的关键因 素
情感 因素
性格 因素
语言能力越高，敏感性、 记忆能力和总结能力相对 较强
外向型，能获得更多的英 语输入和实践的机会；内 向型，能够最大限度地将 英语进行内部消化和吸收
Tip
人类大脑中掌管语言学习的区域叫“布罗卡斯”区(Broca’s area)。 2～12岁，是这个区域的灵敏期，此时被存储的语言会被大脑认为是“母 语”，也就是说，很有可能很快掌握并灵活运用。
12岁之后，绝大部分人的“布罗卡斯”区会关闭，此时再学语言，大 脑会将这些语言存储在“记忆区”，运用时就不再那么自如灵活了。这时 当你再产生思维想表达的时候，不是直接从母语区反射出来，而是要绕一 圈，绕到记忆区，然后在记忆区提取，然后再说。
一、学前儿童学习英语的特点
(二)语言学习是一种自然习得
语言学研究表明，人类在幼年时期，学会一种语言是在一定的环境 中不自觉地掌握的。幼儿在与身边的父母、老师和朋友的接触中自然地 学得一种语言，并慢慢凭他的语感来使用和理解这种语言。
第二语言习得研究结果也表明：第二语言的获得主要也是通过自然 环境中无意识习得而来的，这种无意识的习得是学习者先天的语言能力 和学习者与他人言语互动两者共同作用的结果。
幼儿英语教学法
01 幼儿英语教学的特点 02 幼儿英语教学的原则
第一节 幼儿英语教学的特点
问题 幼儿学英语与成人学英语有区别吗？
一、学前儿童学习英语的特点
3岁至6岁的幼儿处在人一生中语言发展最迅速时期，此时他们的发 音器官也正在发育过程中，其口形、舌形还没有形成习惯性定势，这是 幼儿期语言学习的生理特点。此外，幼儿心理发展水平又决定着他们在 学习英语时有如下的特点：
幼儿园英语教育的特点和方法
幼儿园英语教育的特点和方法一、幼儿园英语教育的特点1. 幼儿园英语教育的普及性幼儿园英语教育的普及性是其特点之一。
随着社会的发展，家长对于幼儿英语的重视逐渐增强。
幼儿园英语教育作为一种针对儿童早期语言发展的教育形式，已经得到了广大家长的认可和支持。
幼儿园英语教育在全国范围内普及，几乎每个幼儿园都提供英语教育课程。
2. 幼儿园英语教育的启蒙性幼儿园英语教育的特点之一是其启蒙性。
幼儿园英语教育旨在为儿童打下英语学习的基础。
幼儿教育对于儿童的认知能力和语言习得能力起到了重要的促进作用。
通过幼儿园英语教育，孩子们可以在乐趣中感受到英语学习的乐趣，培养他们对学习英语的兴趣，为将来的学习打下坚实的基础。
3. 幼儿园英语教育的趣味性幼儿园英语教育注重培养幼儿对英语学习的兴趣，通过趣味性的教学方式来吸引幼儿的注意力。
幼儿园英语教育教师注重创设良好的教学环境，利用游戏、歌曲、绘本等多种形式来进行教学活动，使孩子们在愉快的氛围中学习，激发他们学习英语的积极性。
4. 幼儿园英语教育的渗透性幼儿园英语教育通过与其他学科的融合，使英语学习与幼儿园生活和其他学科的学习相结合。
例如，在数学、科学、艺术等活动中融入英语教育元素，使幼儿在学习其他学科的同时，也能巩固和应用所学的英语知识。
二、幼儿园英语教育的方法1. 游戏教学法游戏教学法是幼儿园英语教育中常用的一种教学方法。
幼儿喜欢玩耍和游戏，在游戏中，他们会更加积极主动地参与到英语学习中来。
教师可以设计各种趣味性的英语游戏，让幼儿通过游戏的形式学习英语单词和句子，培养他们的语言能力。
游戏不仅能够培养幼儿的学习兴趣，还能够促进他们的语言交流能力和团队合作精神。
2. 歌曲教学法幼儿园英语教育中，歌曲教学法被广泛应用。
幼儿对于音乐的敏感性很高，通过学唱英文歌曲，可以让幼儿在音乐的旋律中学习英文的发音和语调。
教师可以选择一些简单、有趣、易于记忆的歌曲，通过反复演唱和听唱，让幼儿在歌曲中感受英语的韵律和节奏，培养他们对英语语音的感知能力。
幼儿英语教育的特点
幼儿英语教育的特点In the realm of early childhood education, Englishlearning has become an integral part of a child's development. The characteristics of English education for young childrenare designed to cater to their unique developmental needs and learning styles:1. Engagement through Play: Young children learn bestwhen they are engaged and having fun. English education for this age group often incorporates play-based activities, such as games and songs, to make learning a language an enjoyable experience.2. Immersive Environment: Creating an immersive environment where English is the primary mode of communication helps children to naturally acquire the language. This could include using English in daily routines and conversations.3. Multi-Sensory Learning: Utilizing various senses to learn can be highly effective for young learners. This might involve listening to stories, singing songs, and engaging in physical activities that reinforce language concepts.4. Visual Aids and Props: Visual aids such as flashcards, pictures, and props can be used to help children associate words with objects or actions, making the learning process more concrete and memorable.5. Storytelling: Storytelling is a powerful tool in teaching English to young children. It not only helps in language acquisition but also in developing listening skills and imagination.6. Phonics Focus: Phonics, the relationship betweenletters and sounds, is a key component of early English education. It helps children to decode words and build astrong foundation for reading.7. Repetition and Reinforcement: Repeating words, phrases, and songs helps to reinforce learning and ensures thatchildren can recall what they have learned.8. Encouragement and Praise: Positive reinforcement is crucial in motivating young learners. Encouragement andpraise for their efforts can boost their confidence andinterest in learning English.9. Inclusion of Cultural Elements: Introducing childrento the culture associated with the English language can make learning more interesting and meaningful.10. Parental Involvement: Engaging parents in thelearning process can greatly enhance the effectiveness of English education. Parents can reinforce what children learnin class at home.By focusing on these characteristics, early childhood English education can be both effective and enjoyable, layinga solid foundation for language proficiency in the years to come.。
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幼儿学习英语的特点
幼儿阶段(3-6岁)是学习语言的关键期和最佳期。
首先，幼儿心理可塑性强，只要老师或家长适当地引导，幼儿很容易对英语产生兴趣。
但幼儿自控能力较差，容易培养兴趣，更容易失去兴趣，如同幼儿学英语一样，记得快，忘的也快。
遇到挫折或失败，或遇到枯燥的教学内容，便很容易对学习英语失去兴趣。
其次，幼儿在英语学习过程中主要靠直觉和体验。
他们常常积极投入，也敢于开口，生动、活泼的学习方式和贴近他们生活的学习内容很容易调动他们的积极性，但他们集中注意力的时间很有限，容易受外界的因素而分散注意力。
第三，幼儿的思维能力不如成年人。
他们不善于把握语言的系统和规律，也缺乏独立学习的能力。
因此，对教师的依赖性较强，同样，教师对幼儿的影响更为重要。
所以，在幼儿外语教学过程中，要充分考虑幼儿的心理特征和学习英语的特点，根据实际情况，制订相应的教学计划，采用相应的教学方法。
一、幼儿学英语的总目标
激发幼儿学习英语的兴趣，提高幼儿对英语语言的敏感性，让幼儿学习语言的同时，了解一些西方文化背景下的生活用语，培养幼儿注意倾听、积极学说、大胆开口的良好习惯，培养幼儿初步的英语日常口语交际能力。
二、幼儿英语教育原则
1、需求性原则
只有当学习的内容和幼儿的生活密切相关，已经在日常交际中成为重要的内容时，这种迫切需求才会引起幼儿强烈的学习动机，产生学习的渴望，从而主动积极地、自发地、愉快地学习。
因此，要创设多样化的、经常性的英语应用情景，支持、鼓励、吸引幼儿与教师、同伴等用英语交流。
2、刺激性原则
幼儿的语言习得是有大量的听、说、读的多重刺激。
所以，我们应该提供时时复现的语言环境，不仅幼儿园各项活动中有机渗透，同时，也要在幼儿接触的其他环境中出现，使语言无处不在并多次循环，不断强化。
3、有效性原则
幼儿学习的特点是：学了就会尝试运用。
幼儿的语言能力就是在运用过程中发展起来的。
在幼儿双语教育中，要选择并创设与英语内容相互联系的实际情景，使学习有较强的针对性和实效性，提高幼儿学习的兴趣和自信心。
4、规范性原则
幼儿是通过模仿获得语言的，教师的影响非常直接和重要。
尤其要特别注意语言示范的规范性，提供给幼儿的语音必须正确、清晰。
教师可在备课时先将不确定的读音标注下来，根据磁带确定发音。
5、听说为主原则
发展口语是幼儿学习语言的的第一要素。
要遵循幼儿的语言发展规律，就要强调听说领先、以听促说、听说结合。
如何训练幼儿“听”英语
A“听视”练习
用VCD来辅助教学，让幼儿视觉和听
觉同步发展。
B “听记”练习
用磁带来辅助教学，给幼儿贯述耳音或纠正发音。
C “听作”练习
将声音和动作联系起来，把英语形象化。
D “听说”练习
幼儿学习过后，通过游戏和会话来学习。
E“听画”练习
用书本来辅助教学，让幼儿看到图画，听到声音的同时，明白其义，不主张先翻译中文。