study on the feasibility of english education for the preschool children

1、<p>　　Study on the Feasibility of English Education for the Preschool Children</p><p>　　Abstract. With the acceleration of the process of globalization， English has become a bridge for communication. Pr

2、eschool children English education aimed at children's exposure to English in the critical period for language learning， cultivate good heard habits to seize sensitive period of language， to improve child's inter

3、est in learning English. English education of pre-school children is a hot topic， and its feasibility has been widely discussed， some people think that pre-school children ag</p><p>　　Key words： Preschool ch

4、ildren， English education， Feasibility </p><p>　　1.Introduction </p><p>　　With the development of society， English has become the lingua Franca in the world， which is the bridge of international

5、 exchange. China should also be bound to the starting point of English learning to advance to the primary school level， but now there are a lot of people advocate starting point for learning English ahead with the pre-sc

6、hool stage. But there has been disagreement on this starting point， this article is a summary of the main point of view and to explore the feasibility of the En</p><p>　　2. Debate about the English Learning

7、Starting Point </p><p>　　The starting point on the issue of learning English has been controversial. There are some people that should not be too early to start learning English， as the English and their mot

8、her tongue will mix phenomenon； another part of that learning English should be as soon as possible， so as to grasp source of motivation to learn and reap good results. </p><p>　　Support for pre-school child

9、ren at the starting point of learning English mainly the following points to be discussed. First， the pre-school children age advantage， the age of pre-school children just in the sensitive period of language learning， e

10、specially in the area of voice intonation， sensitive period can be faster and better to master a language. In addition， from the perspective of cognitive linguistics， the younger kids have not things or language form ver

11、y stable mode of thinking and la</p><p>　　3. Advantage of the Former English Education </p><p>　　Faced with the above two points of view， I believe that despite the pre-school English education

12、drawbacks， we should not over-exaggerate its negative effects， but should make good use of its advantages， and efforts to avoid or improve the unfavourable factors， good pre-school English education. But this is not to s

13、ay there conditions should carry out a pre-school English education in backward areas. If you cannot provide good conditions for the teachers， the pre-school English education emergen</p><p>　　As I mentioned

14、 before， to carry out pre-school children age， psychology and adapt to the needs of the community advantages In addition， the pre-school English education can make learning English primary school to the successful integr

15、ation of. Till the age of the pupils， the children had to have a certain ability to learn and mindset began Pinyin and English learning at this stage， both of which are represented by the same letter， in part， distress c

16、ause students also have the possibility of con</p><p>　　4. The Method Proposed in the Pre-School </p><p>　　English Education </p><p>　　Preschool English education should do a good j

17、ob， is very important， we have to choose a suitable teaching method of the child's age and psychological characteristics. Systemic reaction is very popular in the field of early childhood teaching. The Total Physical

18、 Response method proposed by psychologist， to emphasize the first children's language input， accept， digest and filter by children and then output. It is also consistent with the pattern of children to learn their mo

19、ther tongue is to list</p><p>　　5. Teaching Research Quality Training for the Preschool English Teachers </p><p>　　Its cultivation， early childhood education should focus on preschool and primar

20、y school teachers not to engage in research to try to change the status quo， rising only teachers' professional quality， and can be combined with the actual better teaching activities. New Curriculum of English educa

21、tion in primary and secondary schools and requirements of the requirements of the different levels， visible， primary school English teachers' ability to cultivate the requirements of the English curriculum</p>

22、<p>　　Firstly， to change their thinking and understanding of the importance of scientific research， it starts from the school and teachers. Schools should pay attention to the importance of teaching and research， t

23、he teaching and research activities into the work schedule for pre-school teachers of English teaching and research requirements， set goals and appropriate incentive systems to stimulate the enthusiasm of the teachers en

24、gaged in teaching and research； itself as a teacher， but also recognize </p><p>　　Again， pre-school English teachers should be more exchanges with the primary school， secondary school teachers to learn， espe

25、cially English courses， secondary schools are usually more emphasis on English teaching， English teaching time for a long， rich experience， a wide variety of organizations students learning pathways. In addition to the e

26、xchange of learning， pre-school English teachers should take part in training， mainly including psychological training and professional training； both psyc</p><p>　　Finally， the power problem is also the key

27、 to actively participate in the teaching and research activities. Although the teaching profession has always been known as a sacred profession， but it also has a common feature of the ordinary occupations， teachers also

28、 need to return. Therefore， the optimization of the pre-school environment， improve the treatment of teachers， to reduce the teacher's burden， improve their working and living conditions is also a pre-school English

29、teachers can devote to</p><p>　　6. Conclusions </p><p>　　To sum up， we cannot absolutely support or opposition to pre-school children as a starting point for learning English. Different regions

30、have different situation， it is best to examine the actual situation of the local pre-school English learning activities carried out in areas where conditions permit. The conditions are not yet ripe for the region may su

31、spend the pre-school children learning English， and then began to try to create the ideal environment to learn the former English learning acti</p><p>　　References </p><p>　　1.WU Wen-Juan on the

32、 pre-school English education practice and thinking [J]. Anqing Technology， 2004， （4）： 45-48 </p><p>　　2.Zhen-Dong， pre-school children English Education Research [J]， Shenyang College of Education， 2005， （3

33、）： 109-112 </p><p>　　3.Xu Donghai. Thinking of some pre-school English education [J]. Jilin Radio and TV University， 2008， （2）： 64-66 </p><p>　　4.Yu Xiang. TPR pedagogy in pre-school （English） e