Language is a tool for people to communicate. Nowadays, people's communication is becoming more and more frequent, and language communication ability is becoming more and more important. The research and educational practice of children's psychology prove that babies are the fastest time to master language in one's life. During this period, children's language pays attention to language education for children, so that they can grow up healthily in good language training and training. The Guiding Outline of Kindergarten Quality Education also clearly points out that it is necessary to "create a free and relaxed language communication environment, cultivate children's habit of paying attention to listening, develop their language understanding ability, encourage children to boldly and clearly express what they see, hear, do and think in language, and experience the beauty of language and the pleasure of communicating with others." Therefore, combined with the implementation of one-day curriculum in kindergarten, I made several attempts. 1. Develop children's language ability in conversation. Conversation is language communication in the form of dialogue, that is, asking and answering questions, or speaking. Develop children's oral expression skills. In Six Emancipations, Mr. Tao Xingzhi proposed "freeing children's mouths and letting them speak". Speaking is the instinct of human communication. Only by communicating with them what they think can we gain new knowledge and discover new problems in communication. Therefore, in order to cultivate children's creativity, it is necessary to liberate their mouths and let them talk and talk. (1) Talking in the morning activities In our actual work, I found that children who don't like talking always listen to others, while children who like talking like talking a lot. In view of this situation, we make full use of the morning activities and focus on guidance. The Guiding Outline of Kindergarten Education clearly states that kindergartens should "create a free and relaxed language environment to attract young children to talk with teachers, peers and others." As a teacher, first of all, we should be close to the children, so that the children can feel the kindness of the teachers, have no sense of bondage to the teachers, and dare to speak. Secondly, teachers should be good at seizing the opportunity to stimulate children's desire to speak. For example, in the morning activities, we wake up the children and communicate with them according to the inconsistency of their coming to the park. "What did you eat today?" "What did you do with your parents at home last night?" "Is there anything happy you want to tell the teacher?" "What did you find on your way to kindergarten?" "Tell your child something happy that happened to you" and so on. At the beginning, the teacher asked the child and the child answered. As time goes on, children talk more and more. Sometimes, they can tell us happily without asking the teacher, telling their peers that for those children who don't like to talk at ordinary times, the teacher talks and chats with them purposefully, encouraging them to speak boldly, so that every child's language has been exercised. (2) Dialogue in Life In our daily life activities, in order to avoid the phenomenon of waiting, the "rhythm" is more and more filling the children's time, and the children are doing various actions over and over again under the teacher's music. Although it seems that they are not idle, in fact, the children are waiting there. In view of this situation, we have tried. Children who washed their hands before meals can chat with their companions when they return to their seats, and talk about their gains or their doubts in educational activities. Using this simple review, teachers and children have some targeted dialogues and interactions, encourage children to express their views boldly, and fully mobilize the enthusiasm of children in an orderly situation. At the same time, in the process of adding meals and eating, we set up a "meal reporter" in each class. By sending different "meal reporters" every day, we will introduce all the children to the varieties and modes of adding meals and eating today, and at the same time guide them to tell the nutrition of meals, so as to further exercise each child's language expression ability. 2. Developing children's language ability in educational activities. It is far from enough for children's language learning to rely only on language classes and corresponding language activities. We should also infiltrate children's language training into various courses. Through guidance and tips, teachers help children to tell stories more in language, promote children to want to speak, dare to speak and be willing to speak, and always improve their language expression ability. (A) the infiltration of language education in music activities. Music is the art of edifying people's sentiments. There is music everywhere in life, especially in large classes. Children can dance freely according to the music, and they are enthusiastic and learn German quickly. In the past, when we organized music activities, we simply guided children to memorize the lyrics and tried to make up the lyrics and actions. In music appreciation, teachers guide more languages and speak more, while children listen more and speak less. Through learning, we have realized the integration of courses and the universality of different courses, so we try to develop children's language in music activities. For example, in the analysis of lyrics, we show courseware and pictures to let children say the lyrics creatively. In music appreciation, we show children a piece of music and make them imagine, "What do you feel in this piece of music?" "What language can you use to describe its artistic conception?" At the same time, we also set up an activity of "listening to music and telling stories" for large class children, so that children can listen to a piece of music first and make up a story according to their own imagination. In this kind of activity, we give children enough space to play freely, let their thoughts fly freely, tell them in a complete and coherent language, and the teacher records their imagination as a listener. (2) The world of infiltrating language into artistic activities to educate children is rich and colorful. They like painting and playing, especially making. When their beautiful works are displayed in front of everyone, they are also proud and eager to share with friends. In the past activities, teachers often neglected to let children comment on their works. First, there was not enough time for activities, and the teachers hurriedly finished commenting on the works. Second, because the child's language expression ability is weak, the teacher arranges it instead. Therefore, it greatly limits the development of children's language. In order to make up for this situation, we have made the following attempts: 1. Pay attention to the narrative of children's own works. After each art activity or art activity, we will leave enough time for our children to tell their works. Ask the children to say clearly what they draw. What color is it? What's the significance of this painting? 2. Learn to correctly evaluate other people's works. In life activities, we try to guide children to evaluate other people's works in accurate language, such as: Why is her work good? Where is it still? What did you learn from this painting? What is worth learning, and so on? Through such questions, children can tell and comment from different angles, so as to boldly tell and evaluate their works, which not only cultivates their painting ability, but also develops their oral expression ability in a relaxed and pleasant atmosphere. (A) infiltration of language education in computing activities. In the calculation activities of organizing large classes, we should learn the composition and addition and subtraction of numbers. Teachers can ask questions to children by showing teaching AIDS, such as "learning the addition of 3" The teacher asked, "there are two bees collecting honey on the grass, and the other one is flying." How many bees are there? " Guide children through such questions: "Who can make up an addition problem of 3 with complete words?" In this way, children can try to create three addition problems in different languages and different themes, which not only develops their language, but also improves their interest in learning. First, develop children's language ability in activities in the activity area. Activity in activity area means that teachers set up a certain educational environment according to children's interests and development needs, so that children can develop in an all-round way through activities that interact with materials, peers and teachers in a specific environment. A good activity area should be both a game and a teaching, that is, it has teaching value and maintains the nature of the game. So the activities in the activity area are also the focus of our day's activities. In the previous activity area game, we focused on children's play to see if children can play in the area and whether they can play. The teacher's instruction is limited to "What should you do?" "How did you do it?" Simple guidance, in continuous learning, we also realize that regional activities should have goals, not just play, and there should be interaction between regions, not regional closure; Children should give full play to their subjectivity rather than passivity in regional activities, which is closely related to children's language communication. So we made the following attempt in combination with the actual situation: 1. Give children a chance to speak boldly. In the past, when we were playing corner kick, the rule was that the teacher told the children to listen, so it was inevitable that some children felt that the rule was unreasonable and did not cooperate. So now every time we add an activity area, or put in new activity area materials, please discuss with the whole class: how to play this activity area, what rules should be made, what order to follow, brainstorm with the whole class, and then express your opinions in groups. After discussion, the whole class will decide which one is the most reasonable. Teachers should ask more enlightening questions. "There are thousands of questions hidden in one question?" In the game in the activity area, it is very important for the teacher to ask questions. A simple sentence will have an activity goal, such as saying to the children in the building block area, "What do you want to play in the building block area? Think about what the tall building you built looks like. What kind of building blocks are you going to use for who? " In this way, when children play, they will build according to their predetermined plans, and at the same time, they will put forward some ideas and ideas to share their ideas with their peers. 3. Language exchange between regions. We found that when children play corner games, they usually play and chat in their own groups, and there is little interaction and communication between regions. In view of this situation, our teacher first throws questions and guides the children: "There are guests at home, shall we go to the supermarket to buy something?" Through the guidance of the teacher, the children gradually enter the role and can talk and communicate generously in the game. For example, the hotel waiter saw that there were no guests in the store and pulled up an advertisement at the door. "We have new seafood in our shop. Come and try it. " When guests pass by, they can fully and clearly introduce the menu and the characteristics of our store, and the service is thoughtful and polite. 1. Comments on the activity area. At the end of the activity area, evaluation plays the role of finishing touch. It is not only a summary of this activity, but also a requirement for the next activity, and it is also an experience of children's language development. In previous activities, teachers generally concluded that children only listen with their ears. Now we have given children enough time to "talk". We asked each group of children to say their own works: for example, the art area: "What do you do? What is it made of? Is there any difficulty in the middle? How did you overcome it? " Building block area "What are you spelling? What shape building blocks are used? How do you cooperate? " Book area "What did you gain in the book area today? What kind of story are you reading? Tell it to everyone? " "How is the hotel business today? What's your specialty? What is it made of? " By telling stories and displaying works in complete language, children have a good summary of the game, which not only expands their thinking, but also mobilizes their enthusiasm and gives them something to say. Fourthly, develop the language ability of kindergartens in outdoor sports activities. Outdoor sports games are children's favorite games. Out of the activity room, the children are flying freely on the playground like caged birds. Everything outside attracts the children's interest, and their little mouths keep chattering. At this time, teachers can guide children to talk about what they see with appropriate words and increase their vocabulary. In the process of group games, children have a lot of activities and high interest, and sometimes they can't control their emotions. Therefore, in the process of organizing activities, the teacher asked the children to observe the teacher's movements first, and then say what they did after imitating anesthesia. You can also let children try different methods to express their good ideas, let them pay attention to the alternation of activities, let children tell the characteristics of activities through their own experiences and develop their language. In a word, language education is very important in early childhood. Through the infiltration of language education in all aspects of day trips, children's abilities in all aspects can be developed and a solid foundation can be laid for their future study, life and work. Let's develop children's language from the bits and pieces of their lives.