儿童英语学习的研究（上）

        首先，从孩子们自己有能力入手，本文由hellokid小编整理于www.hellokid.com，提供儿童开始学习英语之前，有各种各样的能力，往往被忽视或低估。事实上，他们已经有了一定的生活经验，有了自己的世界，善于用自己的方式理解周围的环境，学会了至少一种语言。更重要的是，他们的学习热情通常很高。儿童的认知发展不仅取决于年龄，而且取决于支持和刺激这种发展的外部刺激。当儿童的潜能和能力被忽视，被当作空罐对待时，儿童英语教学就陷入了两难的境地。这种教学困境的原因是设计任务或活动仅仅是从成人的角度来看，并没有反映儿童的世界。这种情况阻碍了儿童接近这些任务和活动，但并不意味着他们不能从事这样的活动。因此，教师面临的挑战是，他们必须进入儿童世界，设计符合他们标准的任务和活动。

       加德纳（Gardner，1983），人们有七种不同或重叠的智力，即：语言智力、逻辑数学智能、视觉/空间智力、音乐智能、身体运动智能、人际智能和自我智能。因此，设计儿童英语课堂活动应充分考虑到每个孩子的智力优势，使每个孩子都能充分参与并取得进步。除了智力因素，儿童英语教学材料和辅助材料的使用必须在视觉上得到适当的平衡，听觉和动觉，这孩子不同的优势有机会展示其。由于儿童认知的局限性，他们可能没有意识到语言是一个系统。因此，英语课堂教学需要使用话题来形成目的语环境。这些主题应该是有意义的、有趣的和参与性的，而且必须在孩子的生活经验和思考范围之内。

 

       First, from the children themselves have the ability to start, this paper by hellokid Xiaobian www.hellokid.com finishing, provide children begin to learn English before have various abilities, often neglected or underestimated. In fact, they already have a certain life experience, have their own world, are good at understanding their surroundings in their own way, and have learned at least one language. What's more, their enthusiasm for learning is usually high. Children's cognitive development depends not only on age, but also on the external stimuli that support and stimulate this development. When children's potential and their abilities are neglected and they are treated as empty cans, a dilemma arises in children's English teaching. The reason for this teaching dilemma is that the design task or activity is only from the point of view of the adult, and does not reflect the child's world. This situation prevents children from approaching these tasks and activities, but does not mean that they can not do such activities. The challenge for teachers, then, is that they have to go into the children's world and design tasks and activities that suit their standards.

       Gardiner (Gardner, 1983) that peo have seven different or overlapping intelligence, namely: linguistic intelligence, logical mathematical intelligence, visual / spatial intelligence, musical intelligence, body movement intelligence, interpersonal intelligence and self intelligence. Therefore, the design of children's English classroom activities should take full account of each child's intellectual advantage, so that each child can fully participate and make progress. In addition to intellectual factors, the use of children's English teaching materials and auxiliary materials must be properly balanced in the visual, auditory and kinesthetic, which have different advantages of children have the opportunity to showcase its. Because of the cognitive limitations of children, they may not have realized that language is a system. Therefore, English classroom teaching needs the use of topics to form the target language environment. These topics should be meaningful, interesting and participatory, and must also be within the scope of the child's life experiences and thinking.