The following will be combined with the lesson "Aha, what a big carrot" to explain the organizational strategy of reading teaching activities in kindergartens under the guidance of the Guide.
First, the formulation of goals-the grasp of the core value of reading activities
In the past, teachers were often confused when setting the teaching objectives of reading activities. What abilities can an excellent picture book improve children? What is the difference between reading teaching and story teaching and picture teaching in setting goals? What is the core value of reading activities?
In the "Reading and Writing Preparation" guide, the goal of 1 "Like listening to stories and reading books" is defined. Goal 2 "Have preliminary reading comprehension ability"; Goal 3 "Have writing desire and preliminary skills". More importantly, the guide also sets more specific age development goals for reading activities according to children's age characteristics.
After learning about the development goals of this age group, the teacher carefully read the picture book Aha, what a big carrot, and combined with the "zone of proximal development" of the class children, formulated the three-dimensional goals of reading teaching activities from the aspects of knowledge ability, learning strategies and social emotions: 1. Try to describe the growth process of carrots with rich vocabulary when reading e-books; 2. According to the picture clues, through sorting out guesses and combining life experience, actively express the understanding of books; 3. Knowing that the growth of plants needs human care, I am willing to be friends with plants.
Second, the presentation form-a new exploration of the organization of reading activities
Picture book is a "mysterious map" with secrets hidden everywhere, because no matter the title page, back cover or ring lining, it is an organic part of picture book. Only by guiding children to look at the picture from beginning to end can they find many small details that are often overlooked by children, and only by reading these details can children have a further understanding of the text.
(It completely presents the free reading with the help of "small books" and the collective reading with the help of "big books"
1. Read freely with the help of "Little Books". The main purpose of adopting a "notebook" in each hand is to cultivate children's ability to capture information independently. Teachers usually use questions such as "what do you see in the book" and "which page do you like to read" to guide children to feedback the captured information after reading, and then teachers guide children to read purposefully.
2. Read synchronously with the teacher with the help of "big book". The purpose of this demonstration is to help children have a preliminary overall impression of the reading materials. Teachers can help children better understand the reading content by asking appropriate questions in collective reading.
(2) presenting some reading based on reading with the help of e-books.
Generally speaking, the story events of novella picture books often have distinct contradictions and conflicts, and the content of the first half is often an important clue to the development of the second half. For such works, it is often difficult for children to leave a complete impression in their minds when they read them completely. Therefore, teachers can use e-books to help children concentrate on reading through partial presentation.
Taking the reading activity "Aha, what a big carrot" as an example, according to the goal of the teaching activity, the teacher arranged the core pictures in the 30-page picture book into an e-book with the following 10 pages, and divided the story into three parts to read with the children, so as to make the story clues clearer, help the children understand the story content roughly in the first reading and lay the foundation for independent reading later.
The first part: Let children know the process of growing carrots by sorting out pictures.
The second part: Let children guess the growth and story development of carrots boldly.
The third part: Let children continue to read e-books and feel and understand the care of rabbits for carrots.
Third, learning strategies-the key to the effectiveness of reading activities
The activity of children reading picture books is actually a complex process in which children, as the main body of reading, interact or collide with magical picture books with their immature but colorful hearts. When reading picture books, children should not only "see" (observe), "think" (imagine), "ponder" (explore) and get to the bottom of the matter (understand), but also show very complicated and changeable emotions. They are happy or sad, or happy or sad, and then they can't help gesturing, dancing and smiling; Then I sighed, frowned and even shed sad tears. ...
Although children are the main body of reading, they still need to choose appropriate learning strategies with the help of teachers in order to devote themselves to the picture book world and roam, observe, think, explore, guess, grow and develop in it. ...
(A) experience transfer strategy-Lenovo life experience to understand the picture content
The Guide emphasizes that reading activities should "guide him to understand the contents of the book according to his own experience." The reading process of picture books is not only a process of communication, dialogue and exchange between children and picture books, but also a process in which children mobilize their knowledge and experience to understand the story of picture books and obtain information from them to enrich their experience. Every bit in real life can be a scaffold to help children read. Therefore, teachers should be good at observing and understanding children's existing experience, and use the existing experience background and emotional attitude to inspire children to understand picture books.
Activity (1): Learn about the process of planting carrots by arranging pictures.
Teacher: Today, Rabbit wants to ask everyone to help us grow radishes. Would you like to? The children have raised their hands to show their willingness.
Teacher: What plants have you planted in the natural corner of kindergarten? How did you grow them? Infant 1: I grow garlic, and I need to water it in the sun. Child 2: I grow potatoes. I must bury them in the soil and water them. Children have expressed their planting experience.
Teacher: The teacher has prepared some pictures. Please arrange them in a line according to the planting steps, and tell the fact that rabbits grow radishes.
Children are divided into four groups and tell pictures with their life experiences.
Teacher: Who would like to introduce your group's ideas to you? The children collectively expressed their views in front of the group.
Teacher: Let's have a look. Do you think like a rabbit? Teachers and children collectively read and tell pictures in order. When children find that their ideas are completely consistent with picture books, they will feel great success.
(2) Expected guessing strategy-boldly imagine the development of the story according to the clues of the story.
The guide emphasizes "developing children's imagination and creativity in reading" and "encouraging children to tell stories according to picture clues, boldly speculate and imagine the development of story plots, adapt some stories or continue to compile story endings".
As a perfect combination of literature and visual arts, picture books can greatly stimulate the sparks of children's imagination. Its unique narrative method not only provides rich materials and a beautiful platform for children's imagination, but also challenges children's imagination. Children's reading process should be a process of following the information provided by words and pictures, constantly improving their intentional imagination and boldly constructing stories.
Of course, due to the differences in children's age characteristics, imagination is a process of gradual enrichment and completeness. For example, for children in primary and secondary schools, they can only imagine the content on the screen, and generally stay on the very intuitive content of "who is on the screen and what they are doing"; In large classes, children can think of things that the picture can't express, and begin to imagine the relationship between the contents of the picture, the psychological activities of the characters and so on.
Activity (2): Children boldly guess the growth of carrots and the development of stories.
When the children understand the process of rabbit growing radish, the teacher encourages the children to boldly speculate and imagine the development of the story with words and body movements.
Teacher: How big do you think the rabbit's carrot will grow? The children scrambled to say, "It will grow so big", "It will be as big as a watermelon" and "It will be as big as a rabbit" ...
Teacher: What can a rabbit do to grow a big carrot? Children 1: Drink water every day. Child 2: Fertilize and sun radish.
At this time, teachers should give appropriate guidance to children's bold imagination, help children learn to expect the development of stories reasonably, and improve their intentional imagination.
Teacher: You are all talking about giving plants enough nutrition, but the more nutrition, the better? If you were a rabbit, how would you take care of your radish? Baby 1: water when the soil is dry. Child 2: Rabbits go to see carrots every day. Child 3: The carrots that rabbits like very much will not be broken by others.
(C) Fine processing strategy-observation and understanding to improve reading ability
In the Guide, the reading goals for children in large classes are "to be able to tell the main contents of the children's literature you read" and "to be able to tell your own views on the books you have read and the stories you have heard". Many creative pictures in the picture book give people a wonderful feeling. As soon as a child gets a picture book, the first thing that catches his eye is wonderful pictures, colors and images. Therefore, teachers should grasp children's attention to pictures, guide children to start with pictures and details, observe various clues such as characters' expressions, pictures' colors and backgrounds, establish the connection between details, and understand characters' stories and feelings.
1. Observation is the scaffolding for children to read-they are good at finding details.
Picture books are a magical world. How to enter this world depends on children's eyes, children's ears and children's observation. The way to help children learn to observe is to give them the key to enter the reading world.
Teacher: Can you understand this picture? Child: I see. Little rabbit had a dream that the radish had grown so big!
Teacher: How do you know this is a dream? Child: There is a cloud on the rabbit's head. This is a dream.
Teacher: Look at the symbol that means "dreaming". Where else can you show rabbits dreaming? (The teacher points to the rabbit's eyes in the picture) Child: The rabbit sleeps in bed with his eyes closed.
Teacher: Why did you say that the rabbit dreamed that his radish had grown so big? Child: Because radishes are much bigger than rabbits.
Teacher: (referring to the rabbit in the cloud) Yes, you compared the size of radish and rabbit, and found that radish is much bigger than rabbit.
The words in the picture book are simple and simple, full of childlike interest and dynamic humor. Therefore, in collective reading activities, teachers should guide children to pay attention to the details of the picture on the one hand, and the details of poetic language in American literature on the other hand, so that children can speak the picture in these beautiful words, thus realizing the goal of "feeling the beauty of literary language initially" emphasized in the Guide.
2. Understanding is the goal of children's reading-various forms of expression.
Understanding is a process of thinking, and children's understanding of picture books is a dynamic development process. The guide emphasizes "encouraging children to express their understanding of books and stories through story performance, painting and other different ways". It is to give children the opportunity to express themselves through various forms.
The first is action performance-understanding abstract vocabulary.
Teacher: What is the rabbit doing in this picture? Child: Dancing.
Teacher: What kind of dance is this? Children: Nice dance. Obviously, children can't express "this is a cheerful dance" with rich adjectives. )
Teacher: Can you learn to dance like a rabbit? (Children are positive and feel happy. )
Teacher: How do you feel when you dance? Infant 1: Soon, very happy. Child 2: Beautiful dance. Child 3: Happy dance. Children began to try to express themselves with adjectives, but their cognitive level was limited and they could not make a decisive judgment. )
Teacher: Let's dance together. The teacher leads the children to do wrist movements. ) Then learn how rabbits dance. Which dance is beautiful and which dance is cheerful? Children: Rabbits dance happily.
The second is painting communication-expressing emotional experience.
Picture books often contain a truth or a beautiful emotion for children to discover and experience. For children, they can express their emotional experience with their own good expression, that is, drawing, which is also in line with the requirement of "encouraging children to draw things or stories that they are interested in and tell them to others, so that children can express their thoughts and feelings through drawing and writing".
Activity (4): Knowing that the growth of plants needs human care, I am willing to be friends with plants.
Teacher: Rabbit regards carrot as his friend, cares about him and takes care of him. Do you have any plant friends? How do you care about your vegetable friends? When you are in the corner, you can draw a picture and talk to your friends.
Teachers skillfully extend collective teaching activities to regional activities, giving children more opportunities to perform and express themselves.
Infant 1: I go to see it every day and whisper to it.
Child 2: I draw every day.
Child 3: I sunbathe with plants every day.
"Reading is life, reading is a game, and reading is learning". Under the guidance of the spirit of the Guide, teachers should be good at studying children, books and research methods, build learning scaffolding with children, make reading an effective way to promote children's observation, imagination, understanding and expression, and feel the happiness that reading brings them to grow up!