First, change the role of teachers and find the feeling of telling stories to children.
In the process of studying extracurricular reading, Jiang, a famous special-grade teacher, lamented many times that most children nowadays grew up in an environment lacking a storytelling atmosphere. He regretted that not only the children's parents can't tell stories, but even the teachers can only blindly follow the script, which leads to the children's lack of story heart and fairy tale heart since childhood. Therefore, the reading guidance of picture books in lower grades should first change the role of teachers and try to find a feeling that mom and dad are sitting under the eaves telling stories. For example, when guiding emotional picture books such as Guess how much I love you, teachers should create intimate situations and tell stories as the masters of the stories. When instructing humorous picture books such as Diary of Earthworms, teachers can treat themselves as little earthworms, tell students interesting or puzzling things they encounter every day, and record them in the form of pictures and texts. Speaking of emotional suspense, teachers can also slow down and interact with students to increase their interest in reading.
Second, reduce the utility of reading and enhance the interest and interaction of reading.
The self-control ability of junior students is relatively poor, so interest is the best teacher to promote students' learning. It is boring for a person to read a thick and obscure book, and over time, he will have reading fear. Therefore, it is very important to stimulate and maintain students' reading interest in junior high school reading teaching. The illustrated picture book itself is enough to attract students to read it from beginning to end, but how to guide students to read a valuable picture book intensively, teachers can arrange teaching from the following two points.
1. Learn to observe and discover, and cultivate children's eyes to discover beauty.
The famous sculptor Rodin said, "Beauty is everywhere. For our eyes, it is not the lack of beauty, but the discovery of beauty. " Junior students have a pure and kind heart and a pair of eyes that are good at discovering beauty. In the guidance of picture book reading, teachers can purposefully guide students to carefully observe the expressions of the characters in the picture, the color of the background and the changes of the surrounding environment, and then guess their mood and try to figure out the author's intention. For example, when teaching My Mom, the author's pictures in My Mom is a magical gardener are very interesting. In the teaching process, teachers can guide students to observe what grows in the flowerpot behind their mother. Why does the author draw like this? Without the teacher's guidance, students can browse easily, ignoring that the author drew a very creative and beautiful picture to express the theme of "My mother is really great". Every time the teacher guides the students to observe the picture book purposefully, the students will cultivate a pair of eyes that will discover beauty through slow observation. Then, students will love reading and life more.
2. Guide imagination and cultivate children's divergent thinking.
The charm of the story lies in its fascinating prevarication and plot. A good picture book will also have unexpected and reasonable plots. Therefore, it is more interesting to skillfully grasp the turning point of picture books, set suspense and let students guess in the reading guidance of picture books. When teaching the picture book Guess how much I love you, students can guess what Tutu will say next according to the above content, so that students can imitate Tutu's tone and actions to say and do, which not only increases the activity of the classroom atmosphere, but also stimulates students' reading enthusiasm. When teaching the picture book The Little Mouse Who Wants to Eat Apples, can students guess how the little mouse eats apples before it meets the sea lion? How do you think the story will develop? After the students guess, the teacher will continue to tell the story of the mouse meeting the sea lion, which will make the students more interesting to read. After the teaching of the picture book Earthworm Diary, students can continue to make up stories or imitate stories, which not only consolidates students' understanding of this picture book, but also activates their little heads, conducts divergent thinking training, spreads their imagination wings and allows students to roam freely in the sky.
Third, multi-evaluation to guide children's reading direction
The Chinese Curriculum Standard for Compulsory Education points out: "Reading evaluation should comprehensively examine students' feelings, experiences, understanding and value orientation in the process of reading, and attach importance to the evaluation of students' multi-angle and creative reading." Therefore, in the process of reading picture books, teachers should make full use of the role of evaluation to guide students to embark on the road of loving reading. Each student's life experience and ability to accept new knowledge are different, so when students retell stories and guess plots, teachers should give priority to encouraging evaluation, keep children's interest in reading with positive evaluation language, and make correct value judgments according to teachers' evaluation. In teaching, teachers can also give full play to the strength of their peers and use mutual evaluation between students to guide students to correctly understand the main idea of picture books. After class, teachers can use parents' comments in parent-child reading to give students full affirmation and targeted guidance, so that students can realize that reading is a happy thing and that reading is something to appreciate. For example, when teaching the picture book Badger's Gift, teachers can use enlightening comments to guide students to have a correct understanding of death. Although Badger has left forever, his "gift" is like a mineral deposit, always helping people in need. Students can also evaluate each other's understanding of badgers. Finally, students can tell the badger's gift to their parents, and let them evaluate whether their stories are emotional or not. Using multiple evaluations, students are encouraged to feel reading actively, and at the same time, students' multi-angle and creative understanding of the text is fully stimulated, so that students can really learn to read.