On the one hand, students are young and have not yet formed certain organizational discipline and self-control ability, so teachers need to pay attention to strategies and methods in daily guidance; On the other hand, children aged 0-6 are in a good learning stage in language learning, cognition and expression, with strong plasticity and mature mind, which can give effective teaching feedback to teachers. Sharing reading, also known as "big book reading", originated in New Zealand in the 1960s, which refers to the actual effect that children and parents read the same book together and learn together in games. In this process, children can spend precious parent-child time with their parents relatively easily, making up for the lack of role of some parents in children's education at present. At the same time, they are relatively concentrated in reading with their parents and have a high degree of cooperation in learning, so they can often obtain knowledge and ability reserves from books to compare and use their age.
Second, the problems existing in kindergarten teaching activities at this stage
Although many kindergartens have introduced the mode of shared reading, and specially set up the time and venue for regular shared reading, there are still some places to be improved in the specific implementation. For example, due to the large number of students in some kindergartens and classes, when sharing reading, students and parents feel that the classroom or activity room environment is too crowded and noisy, which leads to poor reading effect and poor feedback on personal activities. Some parents are unwilling to cooperate for similar reasons, which leads to the embarrassing situation of sharing reading, a relatively advanced form of parent-child activities. For another example, students' parents and teachers have no clear planning or guidance on the choice of reading materials, and improper book selection includes too high difficulty, too long content, lack of educational value and so on. Although sharing reading is an intimate interaction time created by kindergarten for children and parents, people can't be divorced from the essence of education in practice. Improper reading content will not only bring children a good experience, but also make them feel bored and impatient, thus greatly reducing the significance and effect of sharing reading, which is not conducive to kindergartens to continue to apply new educational means like sharing reading.
Third, the main implementation strategies of shared reading in kindergartens
1. Environment Optimization of Shared Reading
Environment is very important for early childhood education, because the information conveyed to children through vision occupies a more important position at their stage. By the same token, many parts involved in early childhood education at this stage rely on relatively straightforward and clear visual feelings to act on the teaching objects. In order to produce the expected educational effect, shared reading should also start with the optimization of the environment, make full use of various scenes and props to arouse students' interest, and actively guide students' cognition and systematic learning. On the one hand, kindergarten teachers can actively strive for similar conditions for students, such as activity rooms and parent-child institutions in society, and try their best to create a relaxed and warm atmosphere to help students relax their nervousness, so that they can ignore environmental factors and enjoy valuable reading time with their parents. On the other hand, kindergartens with conditions can try to reduce the number of people sharing reading at one time, such as sharing reading in batches, starting small-scale teaching, and adopting spatial division. Let students get along with their parents as quietly as possible, so as to ensure effectiveness, instead of simply focusing on scale and ignoring quality. Sharing reading itself is a special teaching attempt, and each parent and child group will have different problems in the process, which is related to the way students and parents communicate and get along with each other. Therefore, what kindergartens and teachers need to do is to give them as much effective time and space as possible, reduce some factors that may interfere with shared reading, and form the first layer of umbrella for them in the environment and atmosphere.
2. Effective guidance from parents and teachers
Because kindergarten students are young and have poor learning consciousness and self-discipline ability, both teachers and parents should effectively guide students in their daily management and education, and they can neither condone nor completely deny some bad behaviors and consciousness. In the process of reading, students will certainly have many questions about the content, and will also express their thoughts and opinions to their parents after reading. At this time, parents need to listen carefully to their questions and ideas, do a good job in screening, convey the truth and excellent quality contained in the materials to students in a timely and appropriate manner, and teach children to make correct choices in their future study and life. Students at this stage have strong plasticity and are easily induced by classmates, parents and strangers, because parents should actively use the opportunity of sharing reading to help students distinguish good from evil and gradually establish a correct outlook on life and values. In this process, teachers should pay attention to the performance of parents. When some parents perfunctory or scold or scold their children, teachers need to stop them in time and give them appropriate comfort to prevent them from sharing reading and personal activities in the future. Exclusion and conflict,
3. Support students' self-socialization
Because sharing reading is not a separate behavior of students and parents, teachers can guide students to exchange books and read with other friends. Similarly, parents can also cooperate to complete children's shared reading. At present, most children are only children, so it is difficult to have a study or play partner after returning home. Sharing reading gives students and parents a rare opportunity. As a practical form of parent-child activities, teachers can set up cooperative groups for students and parents according to their own actual situation. Cooperation between two or three children can not only help them learn more knowledge, but also add fun to their study. In this process, students can socialize independently and learn to share and contribute. Parents and guidance can help children to relieve shyness and timidity, and at the same time stimulate each child's expression ability and desire. Therefore, within the framework of shared reading, teachers and parents can also make independent innovations and attempts, and all factors conducive to promoting students' learning and growth can be introduced into the practice of shared reading.
Fourth, summary.
As a new kindergarten teaching model, shared reading needs to be tested and evaluated through the practice of parents, students and teachers. In practice, teachers need to actively find problems and study and try effective solutions in time. On this basis, a more scientific and feasible shared reading mode will gradually mature and be fully applied in the field of preschool education.
Author: Hu Unit: Lizhuang Town Central Kindergarten, Tancheng County, Linyi City, Shandong Province
References:
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