(1) Change the teaching mode that teachers talk about children's listening, actively mobilize children's senses and actively participate in story reading.
1. Use action imitation to help children understand the story.
Early reading focuses on the understanding of pictures, plots and sentences. For small class children with less cognitive experience, it is an effective method to fully mobilize their senses and help them experience and understand stories with body movements.
For example, when reading the story of a strange car, children hear two words "sweating" and "panting". I asked, "What do you mean by sweating and panting?" The children suddenly became quiet and didn't know how to answer. So I adjusted the question "What does it feel like to sweat and gasp?" ? Who will do it? "The children raised their hands, and he came up to wipe the sweat with his hand, panting. It can be seen from the child's actions that the child can understand these two words, but it is difficult to express the meaning in words. Therefore, when children encounter words that cannot be expressed in words, they can express them by actions, which is very effective for small class children, especially young children.
2. Help children understand the story through role-playing.
In reading activities, let children participate in stories, say, do and learn together, which can not only stimulate and improve children's interest in learning, but also help children understand stories, which conforms to the characteristics of small class children's learning and enhance children's interest in reading in a happy and interesting atmosphere.
For example, when watching the story of a bear taking a bath, I asked, "Where should I take a bath?" The children are very experienced in "washing hair, body, face and ass …", but the children didn't find it interesting, so I said, "I am a bear, who is my good friend?" The children raised their hands and said, "I am a duckling, quack quack quack." "I am a little frog, quack." ...... "Well, friends, let's take a bath together." So, the children and I played the role in the story, imitating the action of taking a bath. "Where shall we go to wash first?" "Wash your hair!" "Where to wash again?" "Wash your face!" "Is your little face clean?" "Wash it!" "Wash your ass again" ... Through role imitation, the children's enthusiasm is mobilized at once, and the atmosphere in the classroom becomes active. After "taking a bath", the children are very eager to know what Little Bear did next.
When the role of teachers changes, in the eyes of children, teachers are not only teachers, but also playmates who study with them. For children in small classes, their age characteristics determine that they need to be "story characters" who are sincerely involved in the situation like them. In the process of role-playing, we can not only imitate actions, but also imitate role dialogues to reproduce the storyline, which can help children further understand the relationship between storyline and roles.
3. Create life situations and help children internalize stories.
Some stories have psychological changes of characters, and children's interpretation and understanding of the picture is not enough. It is more necessary to create a situation for children to experience personally, in order to truly understand the psychological changes of the protagonist of the story.
For example, the reading content of "Good Friends" tells the story of a shy little civet cat who wants to play with everyone, but is too timid to open his mouth. Seeing my companions join the team playing with sand one by one, I finally got up the courage and said loudly, "Can I play with you?" Finally, it happily plays with the sand with everyone. In the activity, through collective reading and children's independent reading, children learned the story and knew that to play with their peers, they needed to boldly say, "Can I play with you?" This wish. But these are just children's cognitive understanding, and they are not integrated with life experience. So at the end of the activity, I created a life situation, showed all kinds of toys brought by the children, and linked the story with the children's life experiences. When I asked, "What should you do if you want to play with your partner?" "Say to your partner,' Can I play with you?' ",children will try to use this method in the situation and experience the" mental journey "of the protagonist in the story.
(2) Changing attention to cognition is entitled to pay attention to the problem of ability training to improve children's reading ability.
In our past story reading activities, teachers often tell a story and ask, "What did you hear? What did they say and do? " At the end of the activity, ask, "What did you learn from this story?" ..... These questions with biased cognitive experience lead children to pay attention to the understanding of the story content, but ignore the cultivation of children's ability to observe, interpret and imagine, so I change the previous way of asking questions, guide children to understand the picture, interpret and imagine the blank spots on the picture, and accumulate reading experience and methods, thus improving children's reading ability.
For example, when reading the story whose lifebuoy, I first take out the background picture and let the children guess: "What is this place?" What can I do by the river? "Then he showed the protagonist kitten and asked the children to guess," What is it doing by the river? "Some say to catch fish, some say to play, and some say to fish. I continued to ask, "How did you guess? "The child said," I saw it holding a fishing rod. "Through the teacher's questions, ask questions to help children carefully observe the picture, think and analyze the relationship between stories and characters. Then, I showed the lifebuoy again, but I didn't tell the children directly what it was. Instead, I turned the picture upside down and asked the children to guess, "What is this? "Some people say it's bagels, some people say it's a hula hoop, some people say it's biscuits, and others guess it's a lifebuoy. When I turned the picture upside down, the children shouted happily, "This is a life buoy. "A small suspense design can not only guide children to observe carefully, but also stimulate children to think positively and associate related things. Then I asked, "What will the kitten say when she sees this life buoy?" "Listen! Who did it meet? What will it ask the duckling? What will the duckling say? "Through the design of the problem chain, help children observe and think.
Therefore, in the early reading activities, the design of teachers' questions is very important, and changing the way of asking questions also changes children's way of thinking, which requires teachers to read through textbooks, understand the existing experience of learning objects, and exercise and improve children's observation and thinking ability by designing open-ended questions.
(3) Change the teaching mode of teacher-led reading in reading activities, and combine children's independent reading with collective reading.
We often think that children in small classes have little cognitive experience and weak ability, so reading activities rely on teachers' questions to guide children's observation, while independent reading is the ability that children in large classes can have. However, in teaching practice, I found that small class children also have their own cognitive experience and ways of observing and understanding pictures. Therefore, I try to integrate children's independent reading into the design of group reading activities, change the teaching mode of teacher-led reading in group reading activities, and try to combine children's independent reading with group reading.
For example, when designing the "walking" of reading activities, we adopted a combination of collective reading guidance and children's independent reading. After reading the cover and title page of the big book, I let the children read the story independently. Children not only see which animals come out for a walk, but also observe their different ways of walking: ducklings follow one another, frogs skip around for a walk, and birds fly around for a walk; Some will watch, counting several ducklings and frogs following their mothers; Even some children have noticed the change of the weather: at first, there were white lines on the screen. When the birds came out for a walk, the white line disappeared, indicating that the rain had stopped. It shows that children in small classes can understand stories and symbols consistent with cognitive experience, and their reading ability sometimes exceeds our imagination.
Then, I will link the children's individual experiences by asking questions, and at the same time promote the children to further observe and think. For example, when a child says, "I see a duckling walking." I asked, "Who else will come for a walk besides the duckling?" The focus of this problem is to attract children's attention to different animals in picture books, which is a test of children's reading memory after extensive reading.
Another example: when staying on the picture of a bitch and a puppy walking, I designed a series of more detailed questions, "What's the mood for walking with my mother?" Look at these puppies. What do you think of their mood? How do you know they are happy? So which animal friends also feel happy to walk? How do you know that? "Because detail observation is the difficulty of reading observation in small classes, this group of questions is to guide children to pay attention to the details of the picture. By asking questions, small class children can begin to pay attention to the expressions of characters in the picture and understand the same meaning represented by different expressions, which is very helpful for small class children to accumulate reading experience.
In this way, children's participation in reading activities based on children's independent reading is more active, the interaction between students and teachers is more effective, and teachers can also understand the reading ability and level of different children.
In practice, I also find that such reading activities pose a great challenge to teachers' educational wit. To deal with the relationship between collective reading and children's independent reading, we should do the following:
1. Choose the reading content that conforms to the cognitive experience of small class children.
Children in small classes are young and have not yet reached the stage of reading with words. They are faced with a large number of books with illustrations or rich pictures. Bright colors and interesting pictures can break into children's field of vision as soon as possible and make them have lasting interest. Therefore, the basis of my choice of teaching materials is: books with simple and interesting plots, vivid characters, short and rhythmic sentences and consistent with the cognitive experience of small class children. In the choice of theme, the plot should be simple, the characters should be distinct and the content should be interesting.
2. Teachers should deeply understand the teaching materials and interpret the children's existing reading level and ability.
Before the activity, the teacher should read through the textbook to find out what the children will read and understand, what content and plot are the challenges to children's reading, and design teaching methods and interpretation strategies for children's reading difficulties. In this way, children's independent reading can be "predicted" before the activity, so that they can be methodical and resourceful when organizing activities; In order to avoid "absent-mindedness", like a child stepping on watermelon skin, he slides where he is; Or be confused by the problems on the spot of children, and lose the significance of integrating children's independent reading into collective reading.
3, according to the children's reading level, choose the appropriate reading content as the focus of reading.
Children in small classes pay attention to the content of a single picture, but they can't understand the relationship between the characters on a single page and the relationship between each picture. Although some reading contents are simple in plot, many contents will be integrated into the story, such as Bear's story picture book Walking. A main line is that many animal mothers take their babies out for a walk, and they all have their own way of walking; Another main thread is the psychological change that the bear is unhappy because it can't go out for a walk because of the rain. On sunny days, he will go out for a walk with his mother happily. According to children's reading ability, teachers can design the same reading content into a series of activities, so that children can read the story thoroughly and give full play to the maximum value of readers.
Through a series of educational practice activities, I feel that early reading is not only a change in teaching form, but also a change in educators' educational philosophy. In the past, teachers told pictures and stories, and children listened. The focus was on mastering language skills such as words and sentences. The early reading we study is to mobilize children's internal system through various methods, so that children can actively observe, understand, think and interpret, and actively participate in learning, so as to gain cognitive experience, emotional experience and the development of ability thinking. Like reading, developing the habit of reading is a lifelong benefit for children. Therefore, teachers should pay attention to the formation of children's reading habits and the change of reading methods in collective reading activities, guide children to enter the sea of books as soon as possible, and make books their lifelong learning partners.