It is particularly important for teachers to use various methods to guide children to read. Let me talk about my approach in this regard:
First, stimulate children's interest in reading, so that children have the intrinsic motivation to read.
Interest is the driving force of learning and the source of knowledge. When organizing children's reading, starting with stimulating children's interest and mobilizing children's enthusiasm from all aspects can lay a good foundation for cultivating children's reading ability.
1, praise and reward in time: every child is eager to be praised and rewarded by the teacher. I will use children's psychology to guide children's reading, stimulate children's interest in reading and improve their enthusiasm for participating in activities. For example, whether children are coherent in reading activities, closely follow the theme of the picture, have a loud voice and use appropriate words. And the performance is very good, and the questions are answered very well. We can reward them in time. For example, the teacher's verbal praise can make children applaud, and some small prizes can be distributed, such as small red flowers, small cards or pictures of various animals. The more praise and rewards children receive, the greater their interest in this activity and the higher their enthusiasm for learning.
2. Teaching AIDS are colorful and anthropomorphic: children's thinking characteristics are figurative, like all kinds of small animals, like personification and imitation, and like to give life and emotion to everything around them. Therefore, I try my best to embody the characteristics of personification and animalization in the layout of the environment, the production of teaching AIDS and the layout of teaching, so that children can have great interest in reading.
3, the implementation of nudge teaching: use a tape recorder to record the voice of children reading aloud, let children guess whose voice it is, stimulate children's interest in reading, and improve children's enthusiasm for learning. For example, the teacher wants children to read the story "Lamb Crossing the Bridge". First, before class, make the story picture into a slide show, and let the children dub the cartoon (tell the picture). The teacher uses a tape recorder to record their voices for everyone to listen to. Who will give it?
4. Set suspense to stimulate children's interest in reading. This requires teachers to create an unconventional situation through language first. For example, teacher: There was a big tiger with terrible teeth, but in the end, a little fox pulled out all its teeth. Do you want to know how the fox pulls out his teeth? Then when you finish reading this book, you will understand everything.
Second, design a reasonable reading activity structure.
Children's reading activities are often carried out step by step under the guidance of teachers and in accordance with the law of step by step. Therefore, whether teachers design a reasonable activity structure will directly affect children's reading effect.
Third, provide interesting reading materials, so that children can freely write speeches according to their own life experiences when they first come into contact with reading.
At the beginning, children can be taught to observe pictures in order, cultivate good reading habits and initially master the ability to read pictures. For example, let children make their own reading materials: "Children's Homemade Dyed Paper Painting" will fold and bundle rice paper at will, dip it in pigment and dry it immediately, thus creating interesting dyed paper paintings and making them by themselves, which makes children full of curiosity about their works, fully expands their imagination and creates a relaxed and happy psychological atmosphere, which makes them want to tell their partners what they have painted. In addition, you can give children some pictures to see the puzzle. For example, let the children put the dyed paper in the middle of the table as a group, observe and discuss freely, read the picture content, and inspire the children to choose the dyed paper pictures according to their imagination, combine them into characters or things, and make up a unique story, which can be told individually or in cooperation with two people, such as an elephant snail, an elephant duckling, and an elephant duckling. It forms a rich picture and becomes a favorite reading for children. Children may tell such a story: the duckling's birthday is coming, and it wants to invite a frog to be a guest, but it has no time to inform it. The little snail volunteered to deliver the letter to the frog for the duckling, but the little snail walked too slowly. Several days have passed since the duckling's birthday, and the letter from the little snail hasn't arrived yet. The duckling is so anxious to stamp his feet at home. Let children make their own reading materials, which can develop their hands-on operation, imagination, thinking and oral expression. In the process of jigsaw puzzles, you can also cultivate children's friendly and cooperative ability. In this activity, the teacher is not a spectator. Teachers can put forward appropriate requirements to help children master the correct reading methods initially, and inspire and guide children to listen to their stories from time to time.
Fourth, put books suitable for children to read and make up lessons according to the theme.
Morning reading is a colorful activity, which cannot be carried out according to one model. I give full play to my own advantages, combine the characteristics of children and reading materials to design activities, help children to further master the correct reading methods, and ask to be able to tell the main contents of pictures and make speeches around the theme. However, children's reading scope cannot be limited to the classroom. I also choose some books with pictures as the main part, supplemented by words, and use the book corner to regularly put in replacement books, so that children can read at any time, cultivate their good reading habits and interests, and make them transition from early reading to formal and mature reading as soon as possible.
Fifth, in guiding children's reading activities, cultivate children's curiosity and desire to explore words.
With the enhancement of children's reading ability, children can transition from reading a single picture to reading multiple pictures. On the basis of children's free reading according to their own life experience, children can be guided to further observe the changes of pictures, understand the main contents of stories, guide children to tell stories reasonably according to written language-pictures, encourage children to actively participate in storytelling activities, require children with strong ability to express their reading content completely and coherently, and also use games or performances. Let children summarize and digest what they have learned, help them understand words in reading activities, teach them a preliminary understanding of the composition of some Chinese characters, cultivate their desire to explore, and prepare for the formal reading and writing of words after entering primary school, such as: teaching children to read the story "Plaster Friends", and under the guidance of teachers, help them understand the main contents of the story and the reasons why Little Bear's friends are injured. It turned out that it was time for the fox to throw the ball to it. It doesn't know how to "scratch" with its hands. When it fell down while running, it didn't know how to "hold" it with its hands. When it glided with the kitten, it didn't "hold" the handrail well. When it climbed the climbing frame, it was painted with plaster. In order to let children understand and experience "grasping, hugging and hugging", these are a few. Let children observe the commonness of these words, all of which are related to "hand". Teach children to observe the "hand" (beside the hand) and find out where the word "hand" is hidden. Why do these words all have "hands"? After the children answered through their own actions, the teacher summarized; Because these actions are all done by hand, we can also let children know that more hand-related words have a hand (next to the hand), such as pressing, holding, shaking and swinging.
Sixth, the garden side cooperates closely to guide children to read.
Family is an important place for children to receive education, and children spend most of their time at home. Since the birth of the child, parents have been communicating with the child constantly, telling stories to the child with pictures, and the child will also be influenced by the parents. Parents are educational resources that can't be ignored. Family unity can guide children to read, which can achieve immeasurable results. Parents can create a good reading environment, create a family reading atmosphere, and make children subtly influenced and like reading. In addition, children can also take advantage of the opportunity to enter and leave the park for reading guidance. At this time, the number of children is small, which is convenient for teachers to give individual guidance. We can also make some children come early and leave late in a purposeful and planned way, and give targeted guidance.
In short, we use various methods to arouse children's enthusiasm for early reading, so that children can reach the level of independent and regular reading as soon as possible, and have a golden key that can open the door of "books" to get everything they can get.
Expanding: How to Cultivate Children's Early Reading Ability by Using Reading Area
abstract:
Reading is an essential ability for a person, but reading ability is not innate and needs to be cultivated consciously from an early age. This paper expounds the importance of informal reading activity-reading area to the early reading of 2-3-year-old children, and explains from four aspects how educators should use reading area for effective reading guidance according to the psychological development characteristics of 2-3-year-old children: creating a warm reading environment, thus cultivating the reading interest of 2-3-year-old children; Choose reading books according to the psychological characteristics of 2-3-year-old infants to meet their reading needs; Through the joint reading between teachers and children in the reading area, we can cultivate the habit and ability of 2-3 children to read actively, gain reading experience and improve the benefit and fun of reading; Teach 2-3 year-old infants reading skills and methods, and cultivate their good reading habits.
Key words:
Early reading, reading area, informal reading, inserted reading, reading habits
For infants aged 2-3, early reading is a sign cognition; It is a basic means for children to learn early and an activity to know the world around them. They rely on rich colors, images, words or adult images to understand reading materials.
Early reading can be carried out through formal reading activities and informal reading activities. The New Outline of Kindergarten Education Guidance points out: "Kindergartens should create a relaxed, safe and warm family-like environment for infants aged 2-3." It is precisely because 2-3-year-old infants have short attention time, poor awareness of rules and strong emotional attachment. Therefore, their early reading activities were mainly carried out in informal reading activities-reading areas. Reading area, also known as book corner, refers to setting up a special reading area in the activity room of kindergarten, selecting suitable reading materials according to the different cognitive development levels and hobbies of infants, and consciously guiding them. Let them learn knowledge and cultivate reading interest while satisfying their curiosity.
First of all, the importance of children's early reading and the creation of reading areas.
Early reading of infants is one of the hot spots in domestic and foreign research. Reading is an important activity that accompanies children's lifelong growth.
(A) early reading is conducive to the development and maturity of the baby's brain.
It is found that the development of language understanding area is earlier than that of pronunciation, and the development of reading center is earlier than that of speaking center. Early reading gives positive stimulation to babies through illustrated visual materials, thus accelerating the development and maturity of the brain and promoting its thinking development. Usually, children who start studying at an early age develop rapidly in intelligence and personality, and are easy to succeed in later studies.
(2) Early reading is an effective stimulus to the critical period of infant language development.
2-3-year-old infants are in a critical period of language development. In the critical period, the brain needs some external stimuli to establish and stabilize the brain structure and promote the development of language. Early reading is an effective stimulus in the critical period of infant language development, which is beneficial to infant language development.
(C) the importance of creating a reading area
2-3-year-old infants have just entered the collective from the care of the family, are self-centered, are used to activities alone, and have no collective consciousness. It is not feasible to organize collective morning reading activities among infants aged 2-3. Therefore, according to the age characteristics of infants aged 2-3, it is very necessary to provide them with suitable books and reading materials and a reading area that can accommodate a teacher and five or six children at the same time. In a relaxed and harmonious atmosphere, they can choose their own reading materials according to their own wishes, take the initiative to carry out reading activities, generate reading interest, and form a positive reading attitude and good reading habits.
At the same time, there are also great differences between infants aged 2-3. The creation of reading area is also beneficial for teachers to observe children, discover the reading characteristics and problems of each child, encourage and correct them in time, and promote the development of each child.
Second, 2-3-year-old children's early reading problems
At present, there are various misunderstandings in early reading of 2-3-year-old infants: it is too utilitarian to regard early reading as literacy teaching; Impose adult hobbies on babies; Completely ignored the great value of early reading for the future development of infants; Ignoring the opportunity for children to learn spoken English in the critical period of language development. On the other hand, early literacy activities attract children's reading attention to literacy, which makes them come into contact with boring, mechanical and boring literacy experience as soon as they pick up books, which eventually leads to children's boredom with reading and lack of reading interest and motivation; In collective teaching activities, children's reading and writing ability is overemphasized, while the conscious guidance of reading and writing in daily life and the combination with other daily life links are ignored.
Therefore, it is urgent to correctly understand the essence of early reading education and provide necessary environmental support and effective guidance for early reading of 2-3-year-old infants. It is necessary to understand early reading scientifically, and provide rich language and reading environment according to the psychological development characteristics of 2-3-year-old infants, so that infants can inadvertently come into contact with suitable reading materials while talking and playing, and generate reading interest. Enrich the reading experience of 2-3-year-old infants, master certain early reading skills, and establish good early reading behavior.
Third, use the reading area to cultivate the early reading ability of infants aged 2-3.
(A) to create a warm reading environment
Babies aged 2-3 are easily influenced by color. We will choose a well-lit place in the classroom as the reading area. Their childhood is the initial stage of forming good reading habits. Therefore, open bookshelves and small bookcases full of childlike interest and bright colors are set up in the reading area to facilitate them to choose books and reading materials freely; Choose small desks and chairs that are consistent with the height of 2-3-year-old infants, so that they can develop correct reading habits, which is conducive to their reading; At the same time, considering their age characteristics, provide and place some bright and soft cartoon cushions for babies to lie, lean and sit comfortably to read. They can tell a nice story to their favorite animals in a warm and free atmosphere.
(2) Place appropriate reading materials in the reading area to improve reading ability.
1. Extract reading materials from life and put them in the reading area.
Good reading materials are the basis to ensure that babies are happy and interested in reading activities. 2-3-year-old babies are in the stage of representation learning, and representation learning lies in mastering or knowing what these symbols symbolize. Infants and young children begin to know the symbols around them at 19 months, but they can't understand the symbols until 30 months, that is, they can establish the corresponding relationship between symbols and things, know the symbols, signs and signs in the community, and begin to actively learn to read and develop their early reading ability. It can be seen that the early reading of infants and young children begins with symbols, even the most inconspicuous symbols may become a new beginning for them to read and learn. Therefore, we have collected a large number of symbol reading materials in our life: opening all kinds of cans, explaining food and toys; Road signs, billboards, traffic safety signs, etc. These materials are placed in the reading area for them to read, observe and tell with the help of the teacher. Slowly, through their continuous accumulation, migration and internalization. Therefore, learning reading materials from the life around you is the best "reading start" for infants aged 2-3, which can benefit them for life.
2. Choose books suitable for 2-3-year-old infants and put them in the reading area.
Because 2-3-year-old infants are very curious about colorful objects, they are especially willing to imitate others' words and like to listen to the same story over and over again. They quickly mastered vocabulary. Therefore, we choose books with vivid pictures, bright colors, concise and accurate language, short content, strong interest and close to the life of infants as reading materials and put them in the reading area. Considering that they are still clumsy, try to provide some books that are not easy to tear.
3. Choose reading materials according to the differences in language development of infants aged 2-3.
Infants aged 2-3 are younger, and the individual differences are more significant than other age groups. The difference in language development is one of its main manifestations. For example, some people have been able to express their views in complex sentences, while others are still at the stage of learning English. Therefore, when placing books and materials, we should consider the language development needs of infants at different levels. We put books in the reading area, such as "Cats Sleeping" and "Baby Learning", so that infants with fast language development can learn to retell simple stories and learn to express them accurately. At the same time, we also put in 2-3 pictures to let infants with slow language development learn simple sentences, such as "fish swimming", "cat eating fish" and "children laughing", and even put them into a single card, such as meeting their reading needs through different books.
(3) Use teachers and children in the reading area to read together, cultivate the habit of active reading for infants aged 2-3, and improve the efficiency and fun of reading.
For children aged 2-3, reading styles are accompanied by a series of psychological processes such as observation, imagination and thinking activities, and their reading styles are not exactly the same. For them, the most important thing is to let them "read actively", which is the basis of reading comprehension.
Teachers in the reading area read with children. Teachers are definitely not simple narrators, but creators of a good interaction environment between teachers and students, providers of reading communication, supporters, helpers, guides and promoters of reading for infants aged 2-3. In the process of reading together, teachers and children are gradually helped to develop the habit of active reading, and the reading quality is improved in reflection and practice.
1, using the attachment to the teacher to attract children to take the initiative to enter the reading area.
Infants and young children aged 2-3 are young and have strong emotional attachment to adults, especially close people. In kindergarten, teachers are their most trusted and attached people. We use the characteristics of 2-3-year-old infants entering the reading area first, and then attract them to the reading area. Because there are fewer people in the reading area, teachers have more opportunities to contact in many ways. At the same time, in the reading area, provide books or pictures that are familiar to infants aged 2-3 and reflect the life of family members, as well as books about the life and games of teachers and infants, such as Tu Tu with big ears and Spongebob, so that they can gradually shift their attachment to their families to their teachers.
Yang Yang in our class likes to touch the tiger and pig cushions in the reading area every day and can't put them down. She often picks up a book, Little Bear, and leans against the piggy cushion to read. Finally, Yang Yang will use the cushion as his little pillow and lie on it to read. When I went over and asked Yang Yang, "Yang Yang, would you like to tell the story in the book to the teacher?" Yang Yang will open his eyes and nod hard. I will hold Yang Yang in my lap, listen to her story patiently, and touch her face, nose or hands while listening to the story, so that they can feel the kindness and care of the teacher, enhance their attachment to the teacher, and make them more willing to enter the reading area with the teacher.
2. "The Story King Tells Stories" allows 2-3-year-old infants to read actively.
Story is the favorite literary form of infants aged 2-3, and it is also a window for them to know the world. The teacher dresses up as a story king and introduces stories in the reading area every day. In the reading area, we often discuss with children: What story are we going to tell you today? Or at the invitation of children, tell a story they like. Children can easily lean on their teachers and listen to interesting stories. This relaxed, family-style parent-child reading will impress every child. In this way, children will know that there are many good-looking story books in the reading area, and they will often go to the reading area to read them.
Repetition is one of the characteristics of infants of this age. According to this feature, we tell stories repeatedly, so that 2-3-year-old infants can memorize the story content skillfully and correspond to the book content one by one. When I told them the story Bunny, I repeatedly emphasized the sentence and tone of "Bunny, open the door", and they were happy to imitate it. When they enter the reading area again, they will independently pick up a familiar book, tell the story told by the teacher, and imitate the teacher's tone and actions. "Let me tell a story!" My story is Bunny Darling! Because they are familiar with the pictures and contents of books, they will have a successful experience when reading. When they have a successful experience in the process of reading, they are happy to enter the reading area again and actively read.
In addition, you can also put in 2-3 "new" books that the teacher has not talked about well. When teachers find that some children are willing to take the initiative to find and express, they will praise them in front of the group in time and encourage everyone to tell the stories in the new storybook.
In this way, 2-3-year-old infants are gradually satisfied in the process of reading and experience the joy of success. This successful experience directly affects the interest of children aged 2-3 in active reading.
3. Use plug-in reading activities to let 2-3-year-old infants read actively.
Insertion reading activity is to seize the opportunity when one or several children are most interested in reading and give reading guidance. The activities of 2-3-year-old infants are loosely arranged. They can enter the reading area at will, and the teacher gives reading guidance according to the reading development of different infants. Little blossoming always cries when she comes to kindergarten every day and refuses to let her mother go. As a result, other children were infected. At this time, we will take the initiative to enter the reading area, set an example for the children, and laugh from time to time to attract blossoming and other children. Children are still young, and their attention is easily diverted. Immediately, they came up with the idea of "I'll go and have a look", ran into the reading area and began to read happily under the guidance of the teacher. Slowly, they formed the good habit of reading actively. And I know there is a lot of happiness in the reading area.
(D) Pay attention to developing the reading skills of children aged 2-3 in the reading area.
Early reading is so important for infants aged 2-3, so we need to cultivate their reading ability from an early age. To cultivate the reading skills of 2-3-year-old infants, we need to know how they read. Children aged 2-3 read through a series of behaviors. The so-called children's reading behavior refers to the sum of all intermediaries between children and reading objects, and refers to an activity carried out by children on reading objects according to certain reading requirements.
1, change the inverted version into the straight version.
It is often found that 2-3-year-old infants read books backwards in reading activities. After careful observation, they still read with relish and shake their heads. In order to change this phenomenon, we put a Zhang greatly's face on the wall and quietly hung upside down in the reading area while they were taking a nap. The children began to shout "get down, get down" as soon as they got up! As a teacher, don't rush to straighten your face, but let the children talk about how you can see that your face is upside down. Everyone began to say "the eyes are below"; "The mouth is on it ..." Then, the teacher asked everyone to help straighten their faces and told them that it looked much more comfortable! After that, I will put some upside-down pictures in the reading area, and the children will soon find that the national flag is upside down and the windows are on the ground. They will straighten the picture by themselves. After a period of time, the phenomenon of holding books upside down was obviously reduced and gradually corrected.
2. Change disorderly reading into orderly reading.
The correct way to read is to read from the front to the back, but this is not the case for infants aged 2-3. In reading activities, you will turn from the back to the front, start in the middle for a while, or just turn: turn this book for a while and turn that book for a while. If you ask them, they will simply answer: This is a bird and this is a rooster. From their answers, we can know that 2-3-year-old infants don't know the cause and effect, so they will go back and forth at will without any purpose, that is, they will read books indiscriminately. Therefore, based on children, we choose books suitable for children to read: vivid images, 1-2 story characters are appropriate; The number of pages in the book should be few and far apart, no more than 5 pages at most. Make eye-catching marks on the cover to guide children to read the cover first; Demonstrate often and read it again according to the title. Over time, I got into the habit of reading the cover first.
3. Turn five fingers into two fingers.
Due to the limitation of their own ability, the little finger muscle development is not perfect and the movements are not coordinated enough. In the process of reading, they will find that they turn pages in different ways: some turn pages with their hands on the same side; Have a plenty of five fingers; Some people just wait for help from others.
In order to train 2-3-year-old infants to turn pages correctly, we have designed many games to develop small muscle groups: threading beads, buckling, flipping, and many finger games, so that infants can use their little fingers flexibly in the process of playing, so that they can get applied exercise in pleasure, and the incorrect page turning method has also been corrected.
To sum up, in the practice of cultivating the early reading ability of 2-3-year-old children by using the reading area, they can actively have a strong interest in reading activities in a relaxed and harmonious atmosphere, form a positive reading attitude and good reading habits, and promote their thinking development. Early reading is an important part of the intellectual development of infants aged 2-3.
In short, reading happily, reading correctly and choosing books suitable for 2-3-year-old infants can enrich their reading experience. As educators, we must be patient, pay attention to children's performance and expression in reading, and promote the development of children's early reading experience.