According to children's age characteristics and cognitive psychology, the lower grades of primary school are more suitable for reading picture books, which is an insurmountable stage in the process of fluent and independent text reading. Therefore, the theme of our grade ladder reading is "picture book". Picture books have beautiful pictures that can tell stories, and very touching and interesting stories. Such books make children feel that they are not exclusive, unfamiliar or alienated; Such books can easily attract children's eyes, stir their hearts and sublimate their emotions; This kind of book makes children feel most intimate. They can read, love reading, understand it and eat the content. Secondly, children are in the stage of thinking in images, which is a sensitive period of graphic cognition. The richer the image data accumulated in a child's mind, the richer his imagination and the healthier the development of logical thinking. Picture books are mainly pictures, with few words and rich pictures, and convey stories with pictures, which conforms to the characteristics and habits of early reading of lower grade children. Picture book reading is called "stress-free reading" by some educators, and students are no longer tortured and asked to write down their own thoughts and sentences. I have always liked this expression, which is "stress-free reading". If we change the taste of Chinese teaching, reading picture books with pictures should be stress-free and happy. Only under this premise can the reading of picture books be shared and experienced. Therefore, I personally think that the classroom of picture book reading teaching should share more, ask less, appreciate more, ask less questions, have more fun, be less boring, experience more and preach less. I think only in this way can picture book teaching make children like it more and more.
This semester, students have come into contact with many classic picture books full of philosophy and poetry, such as Guess how much I love you, The Runaway Bunny, Grandpa must have a way, The Little Black Fish, Happy Birthday to the Moon, The Story of the Little Mouse, The Crocodile Scared, The Little Mouse Who Wants to Eat an Apple, and so on. After reading more picture books, students naturally have the desire to create their own picture books. Therefore, under the premise of not increasing students' burden and sacrificing children's interest, we still take children as the standard and are interest-oriented, and encourage students to create when they are interested, but we will never make uniform requirements. In fact, children read more picture books, whether it is the accumulation of language or pictures, it is thick; Thoughts and emotions are active and rich. Creating picture books is not what children deliberately pursue. When reading becomes a necessity and forms a habit, expression is natural. From the content of picture books, we can continue to write, imitate and create the picture books we read; Judging from the length of picture books, they can range from a single page to several pages; From the combination of designers, children and parents can cooperate with each other, which not only reduces the difficulty, but also cultivates the sense of cooperation. Although their picture books are sometimes naive, they are the embodiment of their thinking, imagination, appreciation and practical ability. Why not?
I don't think picture book teaching can teach children everything in this book. For us, the most important thing is to teach children how to read and let them develop good reading habits. The taste of picture books lies in the tender "meaning", wonderful "interest" and infinite "taste" in the works. At the same time, in the teaching activities, I have more deeply realized that teachers' in-depth and accurate excavation of picture books is the premise and guarantee of reading teaching, and teachers' understanding and value judgment of picture books will be directly reflected in the educational goals and infiltrated into the educational process. Excellent picture books often contain rich information. In the process of reading, it is not only a general understanding of the plot, but also a deep excavation and precise guidance. Then such reading will bring infinite development to children.
The second experience of picture book teaching;
I am honored to attend the seminar on "Picture Book Education in Kindergarten" held by the editorial department of 20 13 Early Education and Oriental Doll Magazine, and come to Changzhou for a special discussion. In the morning, three picture books were displayed in three kindergartens, and in the afternoon, they were taught by Nanjing experts: Picture Books and Children's Development Value by Dr. Zhai Jianping and Ways and Means of Using Picture Books in Kindergartens by Dr. Willy.
Talk about my thoughts on three picture book teaching activities in the morning;
Through the display of three teaching activities, this paper explains three different curriculum models of picture book teaching. Excavate the rich connotation of picture books and build a multi-class model. It also opened my eyes and made me know more about the teaching form of picture books.
The teacher of the small class picture book "Big Wolf Marries the Bride" chose the gamification course mode, and used vivid Flash courseware in the whole activity, with interesting sound effects, which effectively conveyed the picture book knowledge to the children. Who is the bride of Big Big Wolf? It created suspense for children, and learned adjectives and sentence patterns such as "furry tail, sharp claws" through observation of different parts of the body. Finally, the children found that the bride of Big Wolf was still a wolf. The children were very excited, which provided them with a lot of imagination and fully mobilized their thinking ability. The children are very active in the activities. They speak freely and boldly.
The picture book teaching in large classes "Where Peppers Grow" is a scientific picture book. Teachers choose the course mode of intensive reading. According to the age characteristics of children in large classes, teachers choose five pictures close to children's life experience, take questions to find answers in picture books, then understand the structure of books, and finally reproduce reading, thus deepening the understanding of books. The whole activity fully mobilized the children's desire to explore and satisfied their curiosity. In the second half of the activity, independent reading was adopted, and the teacher gave timely guidance, which created more opportunities for children to express themselves and improved their language expression ability. Children from government kindergartens participated in this activity. The situation of children can reflect their accumulated picture book literacy and solid reading skills. Children have a strong understanding, a wide range of knowledge and good language expression habits. It can be seen that it was not built in a day.
The third teaching content is the picture book "The Best Cat, Deze" of the big class, which is a picture book story about family and life. Everyone has feelings. Sometimes, people and pets are closer than friends. For such picture books, teachers mainly choose reading-appreciation mode. The teacher derives the story by narrating "I", and the children go deep into it by observing the pictures and discussing, plus the infection of the teacher's language and teaching attitude. The climax of the story: the death of cat Deze, the rendering of music and pictures, the whole sadness flowing in the hearts of everyone present, which is undoubtedly a very successful teaching activity.
I learned a lot from this study. The innovation of picture book teaching needs us to explore constantly in the classroom. As long as children like it, it must be the best.
The third teaching experience of picture books;
Picture book is a complete story with pictures and texts, and it is an ensemble of pictures and texts. It is the art of telling stories through the interweaving and interaction of pictures and words at two different levels. At present, when teaching picture books, teachers often tell stories repeatedly with a few pictures, ask a few small questions and learn a few words, which often ignores the significance of picture books, and sometimes even turns picture book teaching into rote memorization of story contents, which limits the development of children's early reading ability.
After four kindergarten teachers went to Yongjia for "effective picture book teaching" training, the training teachers exchanged learning experiences with their teachers.
In the eighth week, a heterogeneous activity of "Egg Baby" was held in the small class. Under the guidance of the small monitor, three new teachers conducted serious teaching material analysis, goal determination, process design and project presentation activities, and teachers from all over the park participated in class discussion activities.
In the week of 12, a picture book teaching seminar "Buttons Falling on the Ground" was held in the middle class, which was conducted by 1 class 2 teachers in the form of one lesson and more research. Teachers with classes in the whole park participated in class discussion activities.
15 week, the special topics of picture book teaching in the big class are "Good idea" and "I grew up", which have different forms in the same class. Teachers in the whole park participate in class discussion activities and redesign teaching plans.
Kindergarten teachers have a new understanding of picture books through this semester's picture book teaching seminar, class evaluation activities and teachers' going out to attend classes. We should be soberly aware that reading early does not mean reading early. In picture book teaching, we do not advocate simply reading words and telling stories, nor do we hinder children's interest in writing stories and symbols. The main task of picture book teaching in kindergarten is to cultivate children's early reading ability. Cultivate their interest in reading books and their sensitivity in learning written language, so that they can master certain preparation skills for reading and writing. In the summary of such activities, teachers have improved their professional skills by designing their own teaching plans, determining their goals and making teaching AIDS, and the participating teachers have improved in communication.
Experience of picture book teaching 3 selected related articles:
★ Experience in picture book teaching: 3 essays
★ Teaching experience of picture books in small classes
★ Experience of picture book teaching in kindergarten
★ Experience in reading picture books
★ Experience of primary school reading teaching activities: enter the picture book world and enjoy reading.
★ Kindergarten shares 3 reading experiences.
★ Experience of stopping studying in 2020
★ Experience of kindergarten teachers (2)
★ Learning experience about stopping classes and continuing to learn excellent cases.
★ Teaching experience and reflection