Language is the most important communication tool in human society and the shell of thinking. With the rapid development of modern science and knowledge, the requirements for language expression and thinking ability of future talents are getting higher and higher. Developing language is not only a necessary condition for children to acquire knowledge, but also an important prerequisite for developing psychology, especially thinking. Childhood is an important period of language development, so we should seize this critical period and strengthen the cultivation of language expression ability. With the promulgation of the Guiding Outline of Kindergarten Education, the goal of kindergarten language education is clearly put forward: "Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things and processes, and develop children's language expression ability."
At the same time, the "Outline" also clearly pointed out: "Use books, paintings and other means to stimulate children's interest in written reading and writing, and cultivate pre-reading and pre-writing skills." As the main part of language education, early reading is an important content and way of children's quality education. It can not only let children know some information about written language, increase their interest in learning written language, understand the importance of written language and establish good reading habits, but also help to explore the potential of children's early reading and promote their personalized development. Therefore, we decided to seize the critical period, start with the early reading that children are interested in, guide children to contact many excellent children's literature works, feel the richness and beauty of language, master a large number of vocabulary, cultivate certain oral expression ability, and develop children's language ability through the cultivation of early reading ability.
Term education is an important part of basic education. Howard Garnard, an American educator, once pointed out that there are seven kinds of intelligence, and language communication ability is the first, and early childhood is the key period to master language and make full use of children's language development. It has become an unavoidable task for our teachers to explore the practice of children's language education under the framework of the Guiding Outline of Kindergarten Education.
Second, the main contents and experimental measures of the study.
(A) establish a new educational concept
"Education reform, ideas first". Traditional children's language education emphasizes the cultivation of listening and speaking ability. In recent years, with the in-depth study of children's language development and language learning, there has been a new trend in language education at home and abroad-attaching importance to the cultivation of children's complete language. The so-called "complete language" means that in the development of children's language, attention is paid to both oral language learning and written language preparation, and the ability training of listening, speaking, reading and writing should be closely combined and carried out at the same time. ) advocates that children's language should be cultivated as a lifelong skill, and puts forward that children's intellectual potential should be developed, and kindergartens should strengthen the cultivation of early reading ability, otherwise it will delay children's written language learning.
At present, in kindergarten Chinese education, early reading education is vague, random and misplaced. Based on the study and thinking of contemporary children's language development theory, we deeply feel that children's reading research is of great significance to strengthen the cultivation of children's complete language. To this end, we strengthen theoretical study, learn advanced educational concepts and constantly apply them to practice to improve learning efficiency. In the process of learning, Chinese teachers' active participation has changed from simple listening and reading learning to discussion learning. Teachers exchange views with each other, talk about their experiences and reach a consensus. Secondly, we extensively carry out practical activities: project implementation exchange meetings, practical classroom activities and so on. For example, in the time class, everyone can comment in one class, and the evaluation forms are diversified: paired evaluation, self-evaluation, mutual evaluation and written evaluation, which promotes the unity of concept and practice.
In addition, we often observe and study at the gate of the garden to broaden our horizons. Can learn from other people's experience and combine their own actual situation to continuously improve and improve. The advanced concept of language education has laid a solid foundation for us to carry out research smoothly.
(B) to create a colorful reading environment
On the one hand, the environment is an external decoration such as "beautification" and "greening", on the other hand, it is an educational environment that can promote children's all-round development in body, intelligence, morality and beauty. It can be seen that the stimulating effect of the environment has the same value as the guidance of teachers. We create a reading environment through the following two aspects.
1. Make full use of all opportunities and places to let children feel the written language imperceptibly and receive information in related languages. For example, create a relatively quiet reading area with sufficient light and space for children. The books on display here are all animal story books, hero story books and popular science books that children are interested in. They are changed every two weeks to keep them fresh. In addition, in addition to the activities in the reading area, every Tuesday at noon and Friday afternoon, children are provided with opportunities to exchange their own books freely, so that children can get in touch with different types of books.
2. Use the time of language activities to let the children read by themselves, carefully observe the expressions, shapes and movements of the characters (animals) in the picture book, and explain the contents of the book in words. After the children finish reading, the teacher and the children read together to correct the unreasonable and wrong statements of the children. After that, ask the children to concentrate on listening to the teacher's description of the pictures in the picture book to further help them understand these language information. After the child basically understands the picture content, the teacher will read it aloud, and the child will follow the teacher's finger to point out the description of the picture in the picture book to help the child gradually understand the corresponding transformation relationship between spoken language and words. Finally, the reading content will be summarized to help consolidate and digest the learned content.
3. Creating a good psychological and material environment is the guarantee to carry out early reading teaching activities. Piaget, a psychologist, stressed: "Appropriate material and psychological environment can stimulate children's desire for learning and enhance their awareness of active activities, thus promoting the development of children's language. On the contrary, children are always in a state of inhibition in front of dignified teachers and in a boring educational environment. " Therefore, we attach importance to creating a warm, relaxed and pleasant supportive environment, and follow the psychological process of "feeling, experiencing, understanding, transmitting experience and imagining expression" in children's reading, so that children can enrich and expand their understanding of the outside world, enrich the corresponding vocabulary, gain the sensitive period of written language, gain early reading experience, develop their reading ability and continuously improve their reading ability.
(C) to stimulate children's interest in early reading
Suvimlinsky said: "Only by letting students experience happy emotions can they learn well." In the process of reading teaching, teachers are good at stimulating and organizing children's interests, thus stimulating them to learn reading constantly, happily and actively. For example, we create a language presentation area to internalize the reading content. For the reading content that children have mastered initially, children can perform creatively in the language performance area, guide children to show stories and specific content in the form of actions, expressions, dialogues, etc., experience the fun brought by the performance, and further enhance children's interest in reading content.
(D) Take effective guidance methods to cultivate language skills.
1, cultivate children's habit of listening carefully.
In daily life, we spend a lot of time guiding children to actively participate in auditory appreciation activities, so that children can enjoy the recording of stories while listening to teachers reading literary works (poems, essays, stories) or reading books. While listening to the standard reading in the recording tape, children can point to the corresponding words in the book, so that their hearing, vision and touch can be gradually coordinated, and the purpose of combining the sound, form and meaning of Chinese characters can be achieved.
At the same time, let children experience and taste the works repeatedly, and cultivate their aesthetic interest in the process of feeling the beauty of music, language and picture, so as to regard listening as an artistic enjoyment and a beautiful experience. For example, in children's literature, vivid images such as gentle and kind white rabbit, witty and lively little squirrel and fierce and cruel wolf deeply attract children and touch their hearts. Therefore, they held their breath and listened attentively. In the big book activity, after a child tells a story, other children should evaluate it. "Do you think he speaks well?" Why? "
2. Help children get the best language model.
In the language and literature works of kindergartens, we often hear the phrase "The spring breeze blows the willow green, the peach blossom is red, the frog wakes up …" and so on. These visualized languages can clearly, accurately and concretely express people's thoughts, opinions and impressions on various things and people's situations. For children in the early stage of development, their cognitive thinking characteristics also determine that visual language has great charm for children. When children listen to stories, they will get a sense of satisfaction and gradually understand the effect of using this visual language. Whenever we calm down and listen to children's conversations, we will be surprised to find that they have learned a lot from literary works.
In early reading, we guide children to learn to observe, ask questions that can guide children to observe, help children understand the content of the picture, and let children observe from the shallow to the deep: "What is in the picture?" "What are they doing?" You can also put forward content outside the story to guide children to observe. After the children observe the picture page by page and understand the content, then guide them to observe in an orderly way, sort out their ideas and grasp the story structure. The purpose of guiding children to observe orderly is to let them accumulate reading knowledge. More importantly, let them master reading methods, understand the inherent laws of stories, and know that stories are unfolded in the order of "people, places, events and results", so that children can get an orderly thinking experience. Ask questions frequently to arouse children's independent thinking, guide children to express their views according to their own understanding, and make reading an active activity. When children explain their own understanding and opinions, don't answer their opinions immediately, but try to encourage them to be the leading role, let them tell their own thoughts and why they think so, and only make appropriate supplements to their own opinions. This can not only satisfy children's curiosity, but also enrich children's vocabulary and promote the development of children's language and logical thinking ability.
3. Help children communicate with each other by using appropriate language.
Children are people living in society, and their language development includes adaptation, understanding and application of multiple languages. Suppose a child only associates with his parents since childhood, then after he opens his own door, there will be all kinds of possible language barriers everywhere. They have been exposed to various languages since childhood, which has gradually developed their communicative language skills. In children's study of literary works, children can not only learn Chinese from stories, fairy tales and poems, but also feel the special charm of China's ethnic minorities and the world's children's literature, thus helping children to communicate with others in appropriate languages.
We regularly read interesting stories and children's songs from various children's books to children. Children naturally want to read with the rhythm of adults reading aloud. Listening and reading activities can concentrate children's attention, enrich their vocabulary, stimulate their imagination, broaden their horizons and sprout their emotions. More importantly, children can gradually understand the sentence structure and the meaning of words, thus laying the foundation for extensive reading.
4. Help children use language creatively.
What kind of words to say in what kind of environment and what kind of language response to what kind of communicators are one aspect of children's creative use of language. For example, in reading expansion activities, cartoons such as Ant and Elephant and Naughty Canary all have different roles and different storylines. On the basis of being familiar with the dialogue between the characters in the story, children will use language creatively, continue to make up stories and create stories.
It is pointed out in the outline that the development of children's language is closely related to their feelings, experience, thinking and social communication ability. Therefore, through mutual education in various fields, we develop children's experience in colorful activities and provide conditions for promoting children's language development. For example, in the poem "The Secret of Spring", we let children discover spring, draw spring, learn from Haruka, imitate literature and so on, gain knowledge about spring, and learn to appreciate literary works about spring and artistic means to express spring.
(e) family reading guidance.
Family education and kindergarten education are like a car with two wheels. Only two rounds of interaction can make children develop better and more stably. Therefore, mobilizing parents to participate in reading teaching and creating a warm reading environment are important links to create an early reading environment. By organizing parents' questionnaires, we can understand the current situation of family early reading, publicize the significance of early reading to children's language ability development through parents' lectures, and guide early reading through publicity columns, so that parents can realize that they are the guides, role models and companions of children's early reading. Many parents gradually do it: insist on reading with their children every day, read story books to their children for many years, help their children solve the difficulties encountered in reading, make books with their children, and help and encourage their children to repeat the stories and nursery rhymes they have heard.
Third, the main results of the research
(A) children's interest in reading.
Interest is the driving force of all learning. We cultivate children's interest in learning written language in the pre-school stage, focusing on helping children acquire two basic reading attitudes: first, love books and establish a good habit of reading consciously; Second, I am willing to observe all kinds of symbols, and I am curious to explore and perceive words. Specifically, children like reading, understand stories from the process of reading, and are attracted by vivid stories with pictures and texts, thus generating a feeling of happiness. Basically establish good reading habits, so as to "read with your fingers, listen with your ears and keep silent", and perform well in the purpose, persistence and control of completing tasks, and gradually form a conscious reading tendency. At the same time, with the help of audio-visual means such as slides and physical projection, children are greatly curious about some text information.
Promote the development of young children
Children's exposure to a large number of excellent literary works has strengthened the accumulation of knowledge and information, broadened their horizons, improved their ability to appreciate, express and understand literary works, and promoted intellectual development. With the in-depth development of curriculum reform, we find that children are active in thinking, speak actively in activity classes, dare to question and answer some questions, have their own unique opinions, and their cognitive ability has been obviously improved. At the same time, early reading teaching is also an emotional teaching. Every story and every Chinese character is an important way to enrich children's emotions. They love and respect their parents and elders, unite and care for their peers, love the motherland, have a lively and cheerful personality, and make their children develop their personalities.
Through early reading activities, give full play to children's initiative and enthusiasm in learning, and show their learning attitude and active reading ability such as active browsing, retrieval, quick inquiry, bold questioning and active discussion. It establishes children's dominant position in reading, gives full play to children's initiative and creativity, and realizes the vivid development of children's language ability and other related qualities.
(3) The teaching staff has been improved.
Teachers are the core of implementing research, and the research and exploration of the subject provide a stage for teachers' growth. Through education and scientific research, the awareness of scientific research has been enhanced and the level of scientific research has been improved. In the past three years, the research group has held regular meetings, studied theories, designed activity plans, made teaching AIDS and learning tools, and compiled a school-based textbook for kindergartens-Training Children's Early Reading Ability-Practice and Exploration, which significantly improved the education level and scientific research ability. Bian Yanming's Art of Children's Reading Guidance and Tang Qindi's How to Improve Children's Reading Level won the national second prize; Joline's Research on Cultivating Children's Language Ability through Early Reading and Shen Guixiang's Preliminary Research on Optimizing Reading Teaching won the second and third prizes at the provincial level. More than 20 papers, such as Integrating the Spirit of the Outline into Early Reading Activities, won the first, second and third prizes in cities and counties. Five teaching plans, such as Books are Our Good Friends and Saving Rabbits, won the first, second and third prizes at the municipal level.
Fourth, some thoughts after investigation.
(A) improve children's reading teaching mode.
Teaching mode is a kind of structure, which is basic and relatively stable, not static. In reading, children can't do without listening, and they can't do without transforming the sounds and pictures they feel into visual thinking and abstract thinking. In the whole reading teaching, reading, listening, speaking and recognizing are not only the connotation of reading teaching activities, but also the guiding methods of specific operations. In the application of the model, we should emphasize "understanding first", use various guiding methods flexibly and crosswise, and optimize the structure of reading teaching activities by properly adjusting the activity process, so as to improve the teaching model of children's early reading day by day.
(2) Improve the quality of teachers.
Teachers are organizers, directors, participants and evaluators of early reading activities. The quality of teachers' education directly affects the research and implementation of the subject. It is very important to improve teachers' basic skills and teaching quality.
In the process of research, we found that children's emotional experience and innovative ability need to be improved, and children's early reading ability needs long-term cultivation, which can not be formed in a day or two. It requires us to grasp the direction of progress and keep going. In the future, we will continue to work hard, further study, make our work more scientific and standardized, and make more contributions to our preschool education.