(A) the needs of the development of the times. The Outline of Education Reform and Development in China pointed out: "The hope of national rejuvenation lies in education, and the hope of educational rejuvenation lies in teachers". The development of education changes with each passing day. With the promulgation of the Guiding Outline of Kindergarten Education (Trial) and the continuous advancement of kindergarten curriculum reform, teachers are required to be newer and higher. Paying attention to the development of children's language use ability is the common trend of international children's language education in recent years. Based on the reality of kindergartens, teachers and teaching, we plan to focus on collective teaching research, increase the intensity of listening, speaking, evaluating and attending classes, make positive attempts to improve the effective questioning ability of new teachers in collective teaching, strive to improve teachers' teaching skills, and lay the foundation for the in-depth development of preschool education reform.

(B) the needs of the development of preschool education. The Guiding Outline of Kindergarten Education clearly points out: "It is an important task of kindergarten education to encourage children to express their thoughts and feelings boldly and clearly, to try to explain and describe simple things and processes, and to develop children's language expression ability. Childhood is also a critical period for people to master language. Therefore, it is of great research value to take the research of this topic as a way and strategy for kindergarten teachers to explore and cultivate children's language expression ability.

Second, the definition of the subject

"Cultivating children's language expression ability" includes teachers creating a good language environment for children, providing rich language information, stimulating children's desire to speak through life activities, group activities and game activities, cultivating children to speak boldly and loudly, guiding children to learn language expression methods and skills, and making children develop good habits of actively using language expression. In the research of this topic, teachers do not deliberately pursue the consistency of children's language expression ability, but agree with the objective differences of individual language ability, and strive to stimulate children's language expression ability to varying degrees, so that every child can think and speak.

Thirdly, the research status and development trend of this topic at home and abroad.

In the late 1970s and early 1980s, a group of scholars represented by psycholinguist Goodman, influenced by Vygotsky's theory, reconsidered children's language education in the social environment and absorbed the research results of contemporary children's language development, and launched a "all-language" language education reform movement. Since 1990s, the "whole language" movement has spread to the international preschool education circle. In China, preschool education is in an important stage of introducing new educational concepts and theories, and it is also a period when preschool education in China is in line with international preschool education.

Since 1980s, there have been a lot of researches on the language development and language learning of preschool children in China's kindergarten education reform, such as "research on developing children's language ability in daily life" and "practical research on cultivating children's language expression ability in various ways". The above topics focus on the cultivation of children's good language habits and language expression ability from a certain link of one-day activities, which has accumulated rich educational experience for the development of children's language ability. Therefore, it is of certain research value for us to creatively carry out the research on the topic of "cultivating children's language expression ability" in combination with the actual situation of kindergartens.

Fourth, the theoretical basis of the research.

(A) the laws of children's physical and mental development. The law of children's physical and mental development shows that children's hearing and speech organs are gradually mature and have the conditions to make all sounds correctly. Childhood is a critical period for people to master language. So we choose this topic, pay attention to the cultivation of children's language expression ability in the critical period, and give full play to the advantages of children's language development.

(2) holistic language education theory. The whole language education theory advocates open language teaching, which transforms the traditional language teaching process from teachers to students into cooperative learning process between teachers and children, and holds that children's language learning is holistic and natural. It is comprehensive, open and equal; This is creative learning. Therefore, we will provide children with opportunities to learn and develop language through teacher-child interaction and child-child interaction, so as to promote the improvement of children's language expression ability.

(3) Vygotsky's theory of the zone of proximal development. The zone of proximal development in Vygotsky refers to "the existing level of children's independent problem solving and the potential development level that can be achieved with the help of adults or more experienced peers". Teachers can accelerate the development of children's language by grasping the nearest development area. Therefore, the research of this topic will fully consider children's different development differences in the teaching process, put forward different levels of goal requirements, and have responsive materials and guiding strategies to support and promote children's development and improvement at the original level through mutual learning and process evaluation.

(4) The "content and requirements" of the language field in the syllabus. Among them, it is suggested that children should be encouraged to express their thoughts and feelings in clear language and develop their language expression ability; Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers and peers, and experience the fun of language communication; Provide a language environment for Putonghua to help children get familiar with, understand and speak Putonghua. "Guidance Points" puts forward that language ability is a comprehensive ability, and the development of children's language is closely related to the development of their emotions, thinking, social participation level, communication ability, knowledge and experience, and language education should permeate all activities.

V. Research objectives

1. The research of this topic takes daily life activities, group activities and game activities as the starting point to cultivate children's good listening habits, stimulate children's desire to speak, cultivate children to dare to speak boldly, loudly and coherently around the theme, guide children to learn language expression methods and skills, and make children develop good habits of using language actively, and develop their language expression ability, understanding ability and comprehension thinking ability.

2. Explore the contents, methods and organizational forms of teaching activities suitable for the actual development of children's language expression ability in this kindergarten, change the current fragmented and unsystematic educational situation in teaching activities, guide teachers to improve their educational behavior in educational practice, improve their ability to organize children's activities, improve the quality of teachers' language education and comprehensively improve the quality of kindergarten education.

Sixth, the content of the study.

(1) Make full use of all aspects of daily life and conduct random education to cultivate children's language ability.

1. Train children's listening and speaking skills by taking a nap.

Listening to stories is a favorite activity of children. Telling stories by taking a nap can not only arouse children's interest in taking a nap, but also effectively cultivate children's listening comprehension. The cultivation of listening ability needs to create a quiet environment, and nap time is an excellent opportunity to cultivate children's listening ability.

2. Use the meal time to organize children to enjoy light music, prose and poetry, and initially learn to listen appreciatively, purposefully, discriminatively, creatively and critically.

3. Use the time to come to the park in the morning and leave the park at night to cultivate the language.

In the morning, I discussed some topics such as "new things I saw" and "what happened in my house last night". When leaving the garden, some thematic or untitled chat activities, such as "What to do at home today" and "Our agreement", provide children with opportunities to learn oral expression. In addition, teachers can also use this link to provide excellent books and written materials for children to use. Let children have the freedom to choose to study and read. Provide children with some pinyin building blocks, spelling toys, solitaire games, etc. Through some interesting ways, provide interesting materials for children to play and deepen their impression of words.

(B) effectively grasp the language guidance in collective teaching and regional activities.

1. Use language teaching activities to create language learning opportunities and exchange situations, and improve children's language expression ability.

For example, when retelling the story "The Rooster with a golden comb", I designed a simple, novel and attractive finger couple, including a rooster, a fox, a cat and a thrush. Let the children practice role dialogue on their fingers and guide them to learn to express the story with tones, movements and expressions. For another example, guide the children to cut off the waste paper, people and scenery at home and collect them, so that the children can make up interesting stories for you. These "wastes" not only become the temptation for children to participate in activities, but also become an intuitive teaching aid for children to express their words, and their oral expression ability has been significantly improved.

2. In the teaching of various fields, organically infiltrate the existing language experience and provide children with opportunities to use language to express themselves.

It is clearly pointed out in the new Outline that the important way to develop children's language is through education in various fields. Therefore, children should be allowed to expand their experience in various activities and provide conditions to promote language development. For example, in scientific activities, artistic activities, health activities and so on.

3. Support children's language expression by creating corners, putting materials and creating situations.

We made use of regional activities (language corner, art corner, music corner, etc.), and prepared various toys and waste materials in the activity area. During the activity, the children choose to play in various areas. The children just watch and talk, play and talk, and give speeches. For example, in the language corner, children play various roles with toys. They write dialogues and talk to each other. When choosing roles, teachers encourage children to exchange roles, because when roles change, children's language behavior also changes, so that children can get language development in the communication activities of different roles.

4. Carry out a variety of activities to mobilize the enthusiasm of children to speak.

Organizing some activities regularly, such as holding children's songs recitation, story-telling competitions, language teaching games, etc., can promote the cultivation of children's language ability. Especially storytelling activities can not only improve children's interest, but also develop their creative thinking.

(3) Family cooperation to jointly develop children's language ability.

"Outline" points out that family is an important partner of kindergarten. Because children spend most of their time at home, their words are directly influenced and hinted by their parents, so parents play a decisive role in cultivating their language expression ability. To this end, I not only strengthen the cultivation of children's language expression ability in kindergartens, but also widely publicize it among children's parents, striving for various methods to guide parents to pay attention to the cultivation of children's language expression ability, and strive for parents' cooperation, which will get twice the result with half the effort.

Seven, research methods.

1. literature research method: ① look up the research materials related to this topic from newspapers and the internet, understand and master the research results of others, and further clarify the starting point of your current research through analysis and comparison. ② On the basis of consulting the literature of "Dialogue Theory", this paper defines the characteristics of "Dialogue" in theory, clarifies the characteristics and status of various forms of dialogue in the multi-dialogue network, and clarifies the role of teachers.

2. Action research method: select teaching materials, practice according to different fields and different teaching schemes, and analyze the effectiveness of the application of dialogue theory.

3. Case study method: Select some representative children, make follow-up analysis and evaluation in the whole process, understand the performance and reflection of children and teachers in the practice of dialogue theory, and understand the progress and effect of the research from point to point, so as to grasp the research direction. It provides a practical basis for the application research of dialogue theory.

4. Observation method: Under natural conditions, the observed objects and their behaviors are investigated, recorded and analyzed purposefully and planned to understand the behaviors of children and teachers in language activities.

5. Experience summary method: analyze and evaluate the effectiveness of the application of dialogue theory in kindergarten language activities, and constantly sum up experience, upgrade it to theory, and write experience summary papers or research reports.