In the process of guiding children's reading activities, teachers must have the following concepts: every teacher in kindergarten is a "reading guide"; Every activity in kindergarten contains reading education; Children's reading education should combine listening, speaking, reading and writing (drawing) abilities; There are many types of reading activities, and different reading activities have different purposes and need different processing strategies. Liang Qichao once put forward that "being good at teaching people is the way to teach people to read". He advocates teaching students to read, and the most important thing is to let students develop good reading habits and hone their brains. Ye Shengtao and others have also made great contributions to the theoretical research of reading education. Their main views on reading education are: "Reading knowledge must be transformed into skills and habits"; Understanding, appreciating and triggering are the basic skills of reading. Although these viewpoints are not put forward from the perspective of children's reading education, they are enlightening and instructive for our research today. At the same time, method is the core factor of ability and the way and means to complete reading. Only by mastering flexible and diverse guidance methods can teachers truly achieve the purpose of reading.

Atmosphere creation method:

Chomsky thinks: "Environment can produce stimulating effect and shaping effect." To make children become independent, conscious and independent readers, it is necessary to create a scientific and healthy reading environment for children. Therefore, as a teacher, we should create a beautiful reading environment for our children. Environment includes material environment and psychological environment.

1, create a good material environment: a good reading environment must meet the following conditions: First, it is quiet. Secondly, there should be enough light. According to the above requirements, the teachers in each class draw a corner in the activity room as a reading area. Some class teachers skillfully use Wangzai's milk boxes, crab baskets and bookcases. The books provided by the kindergarten are displayed on the bookcase, and the children's own books are put in boxes and baskets. At the same time, they are marked accordingly and put the books in different categories. The children's class makes cloth bags, and each bag is written with the child's name, so that the children will not be confused when they take it. At the same time, we also make full use of the space to hang some classic stories that children are familiar with or pictures of children's songs that will be learned this semester to give children visual stimulation after or before the activity.

2. Create a good psychological environment. Appropriate support from adults plays a great role in keeping children interested and enthusiastic in reading. Therefore, when children are free to read, we should not only take a positive attitude to show concern and appreciation for their reading behavior, but also participate in their common reading process and share their reading experience and happiness. At the same time, there will be shared reading between children in a relaxed atmosphere. This "co-construction" reading mode not only stimulates children's reading interest, but also strengthens the relationship between children and teachers.

The following methods mainly take The Little Mouse Who Wants to Eat an Apple as an example to talk about some guiding methods we use in the process of reading and understanding:

Query reading method:

Teachers' questions are very important in reading activities. Too many or too detailed questions will not only limit children's observation and imagination space, but also affect children's expression space. So in this activity, we mainly focus on "what to mention and how to mention it": if you look at the cover, the question is "What do you see?" "What is this apple tree? What about the little mouse? " Let children fully perceive the strong visual contrast between the tall apple tree and the short mouse brother, pave the way for the next picture book reading and stimulate reading interest. When reading independently, we found that children can't help telling and communicating with their peers, and show exaggerated and funny expressions and actions, so we designed "What attracts you?" Let the children tell their findings completely. For other small animals picking apples, "Who is picking apples?" This question is clear and divergent, and children can completely tell the content of the pictures they have observed. When understanding the story of the sea lion and the mouse, he asked: What else happened? What will the sea lion and the mouse brother say? How did they do it? These three questions step by step, fully tap the content of the picture, and arouse children's imagination and expressiveness.

Interactive reading method

In reading activities, children are the main body and teachers are the dominant ones. That is, children are in front and teachers are behind. Children's reading mainly focuses on reading and speaking, so they mainly focus on sharing reading and sharing communication. In this activity, in addition to the introduction of the cover, the next step is the children's independent reading and communication. We fully consider the age characteristics of children in large classes and adopt the form of teacher-student interaction and student-student interaction. We find that teachers approach children to observe and guide them when they are reading independently, which not only interferes with their reading and interrupts their thinking, but also causes their psychological pressure. Therefore, the teacher creates a relaxed reading atmosphere for the children, and the children sit on the side and look at it. When there are surprises, they can't help showing them to their peers and telling them what they have found. Teachers pay more attention to children quietly with the corner of their eyes and examine their reading status. If the child is absorbed in reading, then the teacher does not need to participate in the guidance at this time. Like children, teachers should turn over the books together, read quietly together, give hidden demonstrations to children, and create a warm reading atmosphere. When children have standard problems or difficulties, teachers will give individual guidance with smiles, eyes, gentle language and actions in time, without affecting other children.

For another example, in the collective communication after children read independently, the teacher appears as a reader and shares the communication with the children. Teachers' questions in communication are mainly open-ended questions, such as "What attracts you?" When a child tells one of the pictures, the description of a child is definitely not comprehensive. At this time, the teacher is not in a hurry to supplement and improve, but gives the task to the children themselves. The teacher adopts the strategy of waiting, with expectant eyes and words, such as "what else do you see?" Will guide other children to tell their different findings, especially some mice learn the different actions of small animals picking apples, that is, guide children to observe carefully and tell each other interactively. In this way, the children complement and improve each other, enriching the feelings and understanding of the picture.