Previous studies have shown that early reading is not mechanical reading, but children's mobilization of internal information to observe and understand visual information. For young children, the symbolic information he can interpret exists in his study, game and life. Therefore, the process of children's interpretation of visual symbols ingested by children is reading. However, how to cultivate children's reading habits in group activities, develop children's good reading methods, and make children like reading and read happily? With these problems, I have carried out a series of practical research. First of all, what is the reading status of children in small classes? What are their reading characteristics and habits? Through a period of observation, I found: first, children don't understand the structure of books, and reading is blind. Some children will turn a book to the previous page for a while and turn to the next page for a while, not knowing what to read; Some children turned out from the last page of the book; Even some children read books backwards. These current situations show that children don't understand the structure of books, don't master the reading methods, and are only satisfied with the action of turning pages. Second, children do not understand the purpose of books, and their awareness of caring for books is weak. Boys, in particular, often play with books as toys, roll them up as binoculars for a while, and throw them up for a while, which not only affects the reading atmosphere in the reading corner, but also easily damages the books. Third, children lack good reading habits. Instead of turning the page gently with the corner of the book, they fold the book and turn it hard, so it is easy to leave traces on the book, and the pages will fall off after a long time. Some books will be thrown about at will after reading and will not be put back. There are even bad reading habits such as grabbing books and doodling. Fourth, children have little cognitive experience and weak observation and understanding ability. Because the physical and mental development of small class children is not perfect, their thinking characteristics are concrete and vivid, and their understanding of things is superficial. If a child gets a book with complicated contents and many characters, he will read it at will, or even turn over the book and look at other places. Explain that children can't understand the content and plot, so their interest in reading is not high. Fifth, children lack reading methods and the purpose of observation is not strong. Children who don't have the same reading experience as adults often don't know what to do with a book, and may turn it over twice and leave. If this book is read by teachers and children together, and children are familiar with it, they will read it repeatedly, even telling stories and dialogues while reading. Therefore, in order to make children interested in reading, we must first let them know what to look at and how to look at it. After understanding the story, they will read more purposefully. Knowing the reading situation of small-class children, I began to study how to design reading activities reasonably according to the reading characteristics of small-class children, stimulate reading interest and initially develop reading habits. Through practice, I think we should pay attention to the following points in developing small class collective reading activities: 1. Pay attention to the development of children's reading habits. Because the children in small classes are young, they receive different family education before entering the kindergarten collective life. Therefore, in small class collective reading activities, we should first pay attention to the development of children's reading habits, let children take books as friends, learn correct reading methods, and form a sense of caring for books. So, what reading habits should children in small classes develop? 1, which can turn pages gently and orderly. 2. Learn how to pick and place books correctly. 3. Be able to read quietly. 4. Learn the correct reading posture. 5. Initially develop the habit of placing books according to size. How do we cultivate these habits in group activities? 1. It is very important to skillfully use logos and children's songs to develop the habit of turning pages in morning reading activities, which is conducive to stimulating children's interest in actively participating in activities and developing good reading habits in activities. We can mark a dot in the lower right corner of the book, and then guide the children to learn the correct page turning method through catchy children's songs. For example, I designed a big book when I was watching the bear series story "Walking", and put red dots in the lower right corner of the teacher's big book and the children's small book. After knowing the cover character, I asked, "What's going on?" Side presentation: We "hold the point and turn the page gently". Let children get a preliminary understanding of how to turn pages with dots. When you turn to the second page, you will be prompted: "Did you find the dot? Where is it? " Help your child pay attention to the dot in the lower right corner of the page, and then demonstrate reading children's songs while turning the page. When turning to the third page, the teacher continued to guide: "How to turn to the next page?" Some children will say, "Take it and turn the page gently." . At this time, please ask the child to demonstrate and test whether the child can turn gently. When turning the page again, please ask all the children to read the children's songs and simulate the action of turning the page. In this way, with catchy children's songs and the teacher's small steps to guide step by step, children can learn the correct way to turn pages. 2. Teachers demonstrate, children imitate, and develop the habit of holding books and putting them away. Small class children's activities need teachers to devote themselves to children's emotions and emotions, so as to mobilize and stimulate children's emotions and actively participate in activities. Therefore, teachers should also regard themselves as children in small classes when learning to take and put books. Children in small classes can imagine all kinds of objects as living things. I compare books to book babies. For example, in the reading activity of walking, when the children read independently, I took out a small book, kissed the cover, touched the small animal book on the cover, and demonstrated "book baby, I love you." I want to learn skills with you today. " This action of the teacher will arouse the child's interest. The teacher then asks, "Do you love book babies?" The children will answer with one voice: "love." The teacher continued to demonstrate: "So what should I do when I read the book Baby?" "Turn gently." "Don't hurt it." "Yes, good will send the book baby home in the future. Put the books together and put them back. " Teachers' emotional input brings children into the situation and stimulates their love for books. When reading a book, they will imitate the teacher's actions, such as kissing, touching, holding a small point and turning a page gently. In the process of imitation, they will help children form the consciousness of taking and placing books and caring for them. When the teacher emphasizes this requirement in every activity, children can gradually develop the habit of holding and putting books. 3. Music Rendering and Creating Quiet Reading Habits Music has its unique charm in rendering and creating atmosphere. Therefore, when children read, I will match a piece of music suitable for reading content, so that children can read quietly under the lingering music, understand the content and plot of the story, and experience and feel the feelings that the author wants to express. When the music ends, it is also a signal to remind children to finish reading. Children will gently close the book, face the teacher and exchange the information and experience gained after reading. The cultivation of this habit also requires teachers to consolidate and apply it in every activity, so that children can relate the music signal to their own behavior. As we all know, the formation of habits requires long-term consolidation practice, thus forming relatively stable behavior. Therefore, it is necessary to help children practice and consolidate in the reading area and daily reading activities after they learn the methods of turning over books, taking and placing books and reading quietly in group activities, so that they can develop good reading habits over time. Second, pay attention to the change of children's reading style. The thinking characteristics of small class children are concrete and intuitive images. They like to imagine themselves as animals, plants or even an object in the fairy tale world, and can only understand relatively simple plots and superficial meanings. Therefore, in order to carry out early reading activities according to children's age characteristics, teachers' activity design should pay attention to the changes of children's reading methods. (1) Change the teaching mode of teachers listening to children, actively mobilize children's senses, actively participate in story reading 1, and use action imitation to help children understand the story. Early reading focuses on the understanding of pictures, plots and sentences. For children in small classes with little cognitive experience, it is a very effective way to fully mobilize their senses and use physical movements to help them experience and understand stories. For example, when reading the story of a strange car, children hear two words "sweating" and "panting". I asked, "What do you mean by sweating and panting?" The children suddenly became quiet and didn't know how to answer. So I adjusted the question "What does it feel like to sweat and gasp?" ? Who will do it? "The children raised their hands in succession, and he came up to wipe the sweat with his hand and kept panting. It can be seen from the child's actions that the child can understand these two words, but it is difficult to express the meaning in words. Therefore, when children encounter words that cannot be expressed in words, they can express them by actions, which is very effective for small class children, especially young children. 2. Help children understand the story through role-playing. In reading activities, let children participate in the story. Talking together, doing together and learning together can not only stimulate and improve children's interest in learning, but also help children understand stories. At the same time, it conforms to the characteristics of small class children's learning and enhances children's reading interest in a happy and interesting atmosphere. For example, when watching the story of a bear taking a bath, I asked, "Where should I take a bath? "Children are experienced in" washing hair, body, face and ass … ",but the children didn't find it interesting, so I said," I am a bear, who is my good friend? The children raised their hands and said, "I am a duckling, quack quack quack." ""I am a little frog, quack. "..." Well, friends, let's take a bath together. "So, my children and I played the role in the story and imitated the action of taking a bath." Where shall we go to wash first? ""shampoo! " "Where to wash again?" "Wash your face!" "Is your little face clean?" "Wash it!" "Wash your ass again" ... Through role imitation, the children's enthusiasm is mobilized at once, and the atmosphere in the classroom becomes active. After "taking a bath", the children are very eager to know what Little Bear did next. When the role of teachers changes, in the eyes of children, teachers are not only teachers, but also playmates who study with them. For children in small classes, their age characteristics determine that they need to be "story characters" who are sincerely involved in the situation like them. In the process of role-playing, we can not only imitate actions, but also imitate role dialogues to reproduce the storyline, which can help children further understand the relationship between storyline and roles. 3. Create life situations to help children internalize the connotation of the story. Some stories have psychological changes of characters. It is not enough for children to interpret and understand pictures. It is more necessary to create a situation for children to experience personally, in order to truly understand the psychological changes of the protagonist in the story. For example, the reading content of "Good Friends" tells the story of a shy little civet cat who wants to play with everyone, but is too timid to open his mouth. Seeing my companions join the team playing with sand one by one, I finally got up the courage and said loudly, "Can I play with you?" Finally, it happily plays with the sand with everyone. In the activity, through collective reading and children's independent reading, children learned stories and knew that to play with their peers, they needed to boldly say, "Can I play with you? "This wish. But these are just children's cognitive understanding, and they are not integrated with life experience. So at the end of the activity, I created a life situation, showed all kinds of toys brought by the children, and linked the story with the children's life experiences. When I asked, "If you want to play with your partner, what should you do? ""Say to your partner,' Can I play with you?' ",children will try to use this method in the situation and experience the" mental journey "of the protagonist in the story. (2) Change questions that focus on cognition into questions that focus on ability training, and improve children's reading ability. In our previous story reading activities, teachers often asked after finishing a story, "What did you hear? What did they say and do? " At the end of the activity, ask, "What did you learn from this story?" ..... These questions with biased cognitive experience lead children to pay attention to the understanding of the story content, but ignore the cultivation of children's ability to observe, interpret and imagine, so I change the previous way of asking questions, guide children to understand the picture, interpret and imagine the blank spots on the picture, and accumulate reading experience and methods, thus improving children's reading ability. For example, when reading the story whose lifebuoy, I first take out the background picture and let the children guess: "What is this place?" What can I do by the river? "Then he showed the protagonist kitten and asked the children to guess," What is it doing by the river? "Some say to catch fish, some say to play, and some say to fish. I continued to ask, "How did you guess? "The child said," I saw it holding a fishing rod. "Through the teacher's questions, ask questions to help children carefully observe the picture, think and analyze the relationship between stories and characters. Then, I showed the lifebuoy again, but I didn't tell the children directly what it was. Instead, I turned the picture upside down and asked the children to guess, "What is this? "Some people say it's bagels, some people say it's a hula hoop, some people say it's biscuits, and others guess it's a lifebuoy. When I turned the picture upside down, the children shouted happily, "This is a life buoy. "A small suspense design can not only guide children to observe carefully, but also stimulate children to think positively and associate related things. Then I asked, "What will the kitten say when she sees this life buoy?" "Listen! Who did it meet? What will it ask the duckling? What will the duckling say? "Through the design of the problem chain, help children observe and think. Therefore, in the early reading activities, the design of teachers' questions is very important, and changing the way of asking questions also changes children's way of thinking, which requires teachers to read through textbooks, understand the existing experience of learning objects, and exercise and improve children's observation and thinking ability by designing open-ended questions. (3) Change the teaching mode of teacher-led reading in reading activities, and integrate children's independent reading with collective reading. We often think that children in small classes have little cognitive experience and weak ability, and reading activities must rely on teachers to ask questions to guide children to observe. Independent reading is the ability that big class children can have. However, in teaching practice, I found that small class children also have their own cognitive experience and ways of observing and understanding pictures. Therefore, I try to integrate children's independent reading into the design of group reading activities, change the teaching mode of teacher-led reading in group reading activities, and try to combine children's independent reading with group reading. For example, when designing the "walking" of reading activities, we adopted a combination of collective reading guidance and children's independent reading. After reading the cover and title page of the big book, I let the children read the story independently. Children not only see which animals come out for a walk, but also observe their different ways of walking: ducklings follow one another, frogs skip around for a walk, and birds fly around for a walk; Some will watch, counting several ducklings and frogs following their mothers; Even some children have noticed the change of the weather: at first, there were white lines on the screen. When the birds came out for a walk, the white line disappeared, indicating that the rain had stopped. It shows that children in small classes can understand stories and symbols consistent with cognitive experience, and their reading ability sometimes exceeds our imagination. Then, I will link the children's individual experiences by asking questions, and at the same time promote the children to further observe and think. For example, when a child says, "I see a duckling walking." I asked, "Who else will come for a walk besides the duckling?" The focus of this problem is to attract children's attention to different animals in picture books, which is a test of children's reading memory after extensive reading. Another example: when staying on the picture of a bitch and a puppy walking, I designed a series of more detailed questions, "What's the mood for walking with my mother?" Look at these puppies. What do you think of their mood? How do you know they are happy? So which animal friends also feel happy to walk? How do you know that? "Because detail observation is the difficulty of reading observation in small classes, this group of questions is to guide children to pay attention to the details of the picture. By asking questions, small class children can begin to pay attention to the expressions of characters in the picture and understand the same meaning represented by different expressions, which is very helpful for small class children to accumulate reading experience. In this way, children's participation in reading activities based on children's independent reading is more active, the interaction between students and teachers is more effective, and teachers can also understand the reading ability and level of different children. In practice, I also find that such reading activities pose a great challenge to teachers' educational wit. To deal with the relationship between collective reading and children's independent reading, we should do: 1. Choose reading content that conforms to the cognitive experience of small class children. Children in small classes are young and have not yet reached the stage of reading with words. They are faced with a large number of illustrated or illustrated books. Bright colors and interesting pictures can break into children's field of vision as soon as possible and generate lasting interest. Therefore, the basis of my choice of teaching materials is: books with simple and interesting plots, vivid characters, short and rhythmic sentences and consistent with the cognitive experience of small class children. In the choice of theme, the plot should be simple, the characters should be distinct and the content should be interesting. 2. Teachers should thoroughly understand the textbooks and interpret the children's existing reading level and ability. Before the activity, teachers should read through the textbooks to find out what children can read, what contents and plots are challenges to children's reading, and design teaching methods and reading strategies for children's reading difficulties. In this way, children's independent reading can be "predicted" before the activity, so that they can be methodical and resourceful when organizing activities; In order to avoid "absent-mindedness", like a child stepping on watermelon skin, he slides where he is; Or be confused by the problems on the spot of children, and lose the significance of integrating children's independent reading into collective reading. 3. According to the children's reading level, choose the appropriate reading content as the reading focus. Children in small classes pay attention to the contents of a single picture, but they can't understand the relationship between the characters on a single page and the relationship between each painting. Although some reading contents are simple in plot, many contents will be integrated into the story, such as Bear's story picture book Walking. A main line is that many animal mothers take their babies out for a walk, and they all have their own way of walking; Another main thread is the psychological change that the bear is unhappy because it can't go out for a walk because of the rain. On sunny days, he will go out for a walk with his mother happily. According to children's reading ability, teachers can design the same reading content into a series of activities, so that children can read the story thoroughly and give full play to the maximum value of readers. Through a series of educational practice activities, I feel that early reading is not only a change in teaching form, but also a change in educators' educational philosophy. In the past, teachers told pictures and stories, and children listened. The focus was on mastering language skills such as words and sentences. The early reading we study is to mobilize children's internal system through various methods, so that children can actively observe, understand, think and interpret, and actively participate in learning, so as to gain cognitive experience, emotional experience and the development of ability thinking. Like reading, forming the habit of reading is a lifelong benefit for children. Therefore, teachers should pay attention to the formation of children's reading habits and the change of reading methods in collective reading activities, guide children to enter the sea of books as soon as possible, and make books their lifelong learning partners.