Early reading is "the foundation of lifelong learning and the soul of basic education". Faced with a highly information-based knowledge-based society, people are increasingly aware that reading is an essential ability for a person. For children living in the age of lifelong learning, reading is the basis of their learning. At present, researchers have found that 3-8 years old is a critical period for the development of reading ability. In the meantime, children need to cultivate an active interest in reading. The formation of good reading habits and independent reading ability. Children in big classes like reading books and telling stories very much. They have a desire to read. It is very important to cultivate children's good reading habits. This is not only conducive to the cultivation of children's reading habits, but also conducive to the cultivation of children's good habits of caring for books. First, stimulate children's interest in reading. 1. Create a good reading environment and stimulate children's reading interest. Chomsky believes that environment can produce stimulating effect and shaping effect. First of all, we should provide a good reading environment for children. Reading environment includes material environment and spiritual environment. In terms of material environment, it is necessary to provide children with a comfortable, interesting and rich reading environment, stimulate their interest in independent reading and help them establish reading habits. We can set up book corners or bookshelves for children in the classroom. According to the age characteristics and cognitive level of large class children, provide a variety of children's books with rich content. Children in large classes slowly enter the stage of reading pictures. You can put some illustrated story books, three-character classics, catchy children's songs, story literacy and other books in the corner of the book. In order to promote children's development in all aspects, children can also choose a variety of reading materials, such as books on interpersonal relationships, so that children can understand the skills of getting along with others in kindergarten; Books with obvious time series relationships let children understand abstract time concepts such as today, tomorrow, future and past; Books with good and evil characters can help children form their initial moral consciousness, and so on. These books can be obtained through various channels. At the same time, we should pay attention to the interesting, dramatic and literary nature of books and change books regularly. The wall of the classroom is also a resource that cannot be ignored. Set some interesting theme walls on the walls, change the pictures in time according to the changes of seasons and environment, and match them with simple text descriptions. Provide books and simple text introductions to show animals and plants in natural corners. Provide literacy cards, literacy game pictures, etc. In the desktop toy area. "Let every wall speak and every space educate people." The children are immersed in the scene, full of curiosity and interest. If children see the sign of "saving water" next to the pool in the bathroom, they will not waste any more water, thus stimulating children's enthusiasm for knowing Chinese characters and their desire to actively explore Chinese characters, which is conducive to the cultivation of children's reading interest. The spiritual environment mainly refers to the reading atmosphere. This is especially important for children. Most of their words and deeds come from imitation, and a good reading environment has a subtle influence on children. Every morning, when they enter the park, they will arrange a free reading time, and children can freely choose books to read. Before leaving the park in the afternoon, they read a story in groups and will listen to it to their parents when they get home. Children live in a group that likes reading, and they naturally like reading. 2. Use a variety of reading forms. To stimulate children's interest in reading, children can be guided to carry out reading activities by reading experience, observation and understanding, story performance, plot creation, game adaptation, independent reading, combination of speaking and doing, discussion and exchange, etc. Random guidance according to different situations of children can often achieve the best results. Children in large classes can read independently and are encouraged to ask questions about problems found in reading. So as to improve their reading ability. Various competitions and small activities can also exercise children's ability. For example, activities such as "News Broadcasting Station", "Little Weather Forecaster" and "I am the king of stories" can not only exercise children's reading ability, but also enable them to invisibly broaden their "tentacles" to the outside world and pay more attention to the outside world. These are the necessary abilities for children to stand on the society in the future. Some children like reading, and their imagination is extremely rich, but their expressive power is not enough; Some children's bad reading habits affect their reading level. Group children according to the principle of combining ability with strength, organize them to read in groups, let the children with strong ability take the lead, the children with strong ability get exercise by explaining to other children, and the children with relatively poor ability will learn knowledge from classmates' lectures. With correct guidance, children's collective reading ability will eventually be improved. At the same time, personal reading ability will be improved to varying degrees. The great scientist Einstein said, "Interest is the best teacher." Children who are interested in reading will actively participate in activities, thus promoting the cultivation of independent reading ability. In reading activities, teachers try their best to create operating conditions for children through comprehensive reading activities. Inspire and encourage children to express their performance in multiple languages. Encourage children to start and talk on their own initiative. After each group reading, teachers can provide time and conditions for children to freely choose the "language" to express their performance, so that children can reproduce the language information received in reading to the corresponding activities, so that children can have a sense of success and stimulate their interest in further learning. Develop good reading habits. When reading a book, children often turn over pages of books with story lines and illustrations. Sometimes when I'm not interested, I suddenly turn to the middle and back to the front, and I don't know what I read. In view of this situation, the activity of "I study with my brothers and sisters" in primary schools was carried out among large class children. During the activity, the children visited the reading room of their first-grade brothers and sisters. I learned how my brothers and sisters read. Through these activities, children not only learned how to read and how to classify books, but also boldly told others about the joy of sharing reading. In reading, we should also guide children to develop good habits such as putting the book back, not folding the book, not grabbing the book, not tearing the book, not doodling on the book after reading. Gradually, the children mastered the basic skills of reading, and then we put forward higher requirements. For example, before reading, ask questions and let children read books consciously with the psychology of seeking answers. Over time, children's reading ability will continue to develop. Third, cultivate good habits in various ways. Cultivate children's listening and speaking ability in reading, such as telling children's favorite fairy tales at a short story meeting ten minutes after morning exercise every day. Guide children to enter a good learning state in one day, such as the stories of Thumbelina, Snow White and the Seven Dwarfs, Fox and Crow, Carp and Fish. Every vivid story and vivid image deeply attracts children and touches their hearts. When telling a story, the children will lean gently against the teacher, and they will hold their breath and listen attentively. After the story is finished. Why? "This inevitably requires children to listen purposefully. Under such guidance, children develop the ability to analyze and evaluate what they hear. When listening to stories, children will also get a sense of satisfaction and gradually understand the effect of using this visual language. Children are people living in society, and their language development includes adaptation, understanding and application of multiple languages. Help children use appropriate language to communicate with others when listening to stories and feeling the characters in their works. Therefore, teachers should create a relaxed and free creative atmosphere and encourage children to dare to think, speak and do in the process of listening to stories. 2. Stimulate children's creative thinking to copy, continue, adapt and edit stories in reading to stimulate children's imagination. Train children's fluency and flexibility in thinking. For example, reading the story "Celebration of Digital Kingdom", Digital King asked digital babies to find as many friends as they did to attend the celebration. Digital Baby 1~ 10 has found as many friends as them. Let the children discuss: can giving you more numbers help them find friends? For example, in the teaching activities of the sequel to the story "Pony Crossing the River", in order to cultivate children's divergent thinking, before the sequel, I asked the children such an open question: "There is something on the pony's back to cross the river. What will he bring this time? "These two interesting questions guide children to actively observe the picture, analyze and think, and then speculate on the possibilities of the pony crossing the river. During the activity, the children imagined rushing to recruit and came up with many results according to their own life experience and cognitive level. In this process, children are active in thinking, positive and enthusiastic, open their minds and explore various ways to solve problems, showing great creativity and flexibility. After listening to the story of "the tortoise and the rabbit race", we started a story-telling competition with the theme of "the sports meeting in the forest". The children adapted stories and told stories such as "Little Bear and Little Turtle Race", "Big White Goose and Little Turtle Race" and "Snail Race". In addition, we provide children with pictures, and let them make up the ending of the story according to the pictures. The more bizarre the better. Let the children continue to make up the ending of the story and tell free puzzles. Promote the development of children's divergent thinking. 3. Prepare for the connection between children and cultivate their pre-reading and pre-writing abilities. "Kindergarten Syllabus" clearly puts the requirements of children's early reading into the target system of Chinese education, and puts forward that "painting and calligraphy can stimulate children's interest in reading and writing, and cultivate children's pre-reading and pre-writing skills. "In reading, the story is rich. The touching plot is deeply imprinted on the children's minds. After telling the story, the teacher can guide the children to draw the story. Encourage children to draw the stories they have heard one by one, bind them into a book, tell them to teachers and peers, or put them in a corner of the book for everyone to read and appreciate. You can also guide them to draw pages of pictures of what they want to say, stick them on white paper, and draw the background with their own imagination. Finally, let the children try to be small painters and writers, and bind the stories they want to tell into a book with the back cover and cover in the words of their oral teachers or parents. In the game activities, they can introduce and exchange their works with each other. For example, combined with this week's educational theme "Merry Christmas", after listening to the Christmas story, children picked up brushes to create paintings and drew Santa Claus as a gift for the little boy. In this way, the little boy spent a Christmas and the family lived a happy life. Finally, every child's painting was posted on the theme wall, and the teacher wrote the theme of "Merry Christmas" on the theme wall. By writing "Santa Claus" next to Santa Claus, children can read words in regional activities and tell stories freely. Good habits benefit them for life. Creating a good reading environment for children and cultivating their early reading ability play an important role in their growth.