Essays on Middle School Students' Independent Reading (Part One)
Let children read independently, which is our common mode. However, how to better promote this method in small classes at the beginning is really worth thinking about. The following is the problem I encountered: one day it was time to read again, and the children were reading independently. Suddenly, (the nickname of the child) rushed over and said, Miss Dai, Lala robbed my book. At that time, I immediately went to see Lala, only to see him smiling with a small book he was going to read, and asked him why he wanted to rob the book. Don't you have a little book? As soon as he saw me, he said, this book is not good. Is this good? . So I added: I want everyone to read a good book, but this little book is Zaizai's, so you can't grab it. This behavior is not good-looking. Give it back, boy. As he spoke, he took the little book in Lala's hand and handed it to Zaizai. It ended like this, and I didn't care at the time. Until similar independent reading, this happened from time to time, and many children came to me to complain about who robbed my book. This reminds me why they are like this. Some children still have this problem after education. I know it may be mine. Education? There is a problem. Later, I accidentally read an article about children grabbing toys on the Internet, and the reasons. I thought that it might be similar for children to grab books while reading:
1, self-centered. According to the characteristics of children's psychological development, 1.5 to 3-year-old children look at the world according to their own feelings and needs, that is, they think that everything they need is their own, and they don't think of other people's feelings, that is, they don't put themselves in other's shoes.
2, figurative thinking, when they catch toys, they only pay attention to the books they want, that is, take action directly, that is, catch.
3. Limited language ability. For the age of small classes, children's language development is limited, and they will not express it properly, but act directly.
4. The lack of communication strategies is more an imitation of small class children, lacking corresponding social skills. Maybe their book grabbing is just a way for them to make new friends. For the reasons found, let me recall those examples, which really conform to their behavior and ideas.
But how to solve this case may be a valuable discussion point. Looking through the guide, we can see that goal 2 in the social field can get along well with peers. One of the educational suggestions goes like this: when children have conflicts or conflicts with their peers, guide them to try to solve the conflicts through negotiation, communication, taking turns playing and cooperation. This has given me some inspiration, and it may be more suitable to use the following methods to educate related issues in the future.
1, take turns. In the above example, for Lala, the teacher should first help him understand that this behavior is incorrect, and then teach him how to get books from Zaizai. You can advise Lala to observe Zaizai to see when he has finished reading it and there are signs that he doesn't want to read it, or you can wait patiently for a few minutes to get the book, which may have a high success rate.
2, exchange, let Lala learn the appropriate equivalent exchange, and replace the things that Zaizai is more interested in with the small notebook in his hand, and the success rate is also high.
3. Negotiation, so that lesbians can express their wishes politely. May I read the book in your hand? Or we can watch it together? This method is generally accepted by children (tried several times). Or you can say, next time I bring you fun toys to play with, you lend me this book today. It may be better for children to solve the contradictions in reading through these methods.
In short, teachers should learn to think, and what can they do after giving knowledge and skills. Parallel correlation? Do it at the same time? Vertical correlation? This method brings better benefits to children.
The second essay on middle school students' independent reading
First, the background and significance of the study.
Knowledge determines fate, reading changes life, life is beautiful because of reading, and the nation is prosperous because of reading. Reading has a great influence on people's growth, and a good book can change people's life. The spiritual realm of a nation often depends on its overall reading level. It is found that 3~8 years old is the key period for children to gradually form their autonomous reading ability, and people's reading development can be roughly divided into two levels, namely, learning to acquire reading ability and learning to acquire information through reading. Children before the age of 8 should master the basic reading ability, and after the age of 8, they can further form the methods and skills of obtaining information through these basic reading abilities, that is, the ability to obtain information through reading, so as to learn various subjects. It is clearly pointed out in the Guiding Outline of Kindergarten Education:? It is necessary to cultivate children's interest in simple symbols and characters that are common in life, and use books and paintings to stimulate children's interest in books, reading and writing, and to cultivate children's pre-reading and pre-writing abilities. ? This fully embodies the advocacy and attention to children's early reading. Therefore, it is necessary to help children form the ability to read independently.
Second, the definition and explanation of the title
1. What is autonomous reading?
Reading independently literally means reading by yourself. From the child's point of view, it does not mean that children can read by themselves after they know some words. Children's reading is mostly graphic reading, perceptual? Le? Reading is all activities for children to understand children's books on the basis of pictures with the help of colors, figures, adult language and words, and it is the ability for children to start reading without getting all the words. Adults need help and guidance in the process from initial ignorance to gradual understanding. The guide to learning and development for children aged 3-6 also puts forward:? Encourage children to read independently and discuss their findings, experiences and ideas in reading with others. ? When children have the experience of independent reading and feel the fun brought by books from independent reading, they will gradually pay attention to the reading content and expand the field of reading. Although they are not completely literate, they have been able to read all kinds of illustrated books independently, and have a dialogue with books by themselves, thus generating continuous interest and enthusiasm for obtaining information through reading, crossing time and space in reading, and gaining breadth of knowledge and high spiritual accomplishment in reading. ?
2. What is effective guidance?
? Effective? Meaning effective, effective, guidance? Point and guide. Autonomous reading is not learning knowledge, but a process of habit formation and ability improvement. At the same time, isn't it also guiding children to read independently? Early literacy? Teaching children to read and giving them a book to read by themselves are also different from the guidance and demonstration of teachers when reading pictures and telling stories. This process needs teachers' reasonable help and guidance, which requires us to grasp and handle the relationship between teacher-led and children's independent reading. Children can't form independent reading habits because of too much teacher guidance, and children feel helpless and unable to read independently because of too little teacher guidance. Children are born without the ability to read independently and need the correct guidance of adults. How to use educational strategies scientifically and effectively to cultivate children's autonomous reading ability and help them master certain reading skills is very important.
Third, the steps and measures of subject research
The first stage: the preliminary preparation and start-up stage of the study (2065438+September 2004) establishes the plan and fills in the special research plan.
Stage 2: Preparation stage (20 14 10 month)
(1) Determine the main idea of the research topic and make the research plan of the small topic.
(2) Study the relevant theoretical articles of the project, enrich the theoretical basis, and complete the formulation of the development goals, observation indicators and evaluation indicators of the project plan.
The third stage: the specific implementation stage (20141-20151).
(1) Theoretical study and practical exploration, and collection and arrangement of relevant practical materials.
(2) Make on-site observation records;
(3) Case analysis.
(4) Mid-term summary of the project
The fourth stage: summary stage (February 20 15-June 2065438+05)
1. Summarize the research and write research reports and papers.
2. Forming results: ① Papers ② Short articles.
Fourth, the expectation and presentation of project results.
1) Analyze the reading habits of middle school children and cultivate their initial independent reading ability;
2) Explore the contents, methods and ways to cultivate children's autonomous reading ability in reading activities;
The third essay on middle school students' independent reading
First, the characteristics of early reading of junior high school children
After one year's small class training, the children in the middle class have increased their time of intentional attention, and their ability to observe and understand reading has been improved to a certain extent. However, due to the lack of experience and limited understanding of things, the current situation of children's reading is as follows:
First, the order of observation is not enough, and it is impossible to observe the characters and backgrounds on each page, especially the movements and expressions of the characters closely related to the development of the story, and to understand the key stories. The observation process is very dependent on adults, and the conclusion cannot be separated from the help of adults;
Second, the thinking image is concrete. Although middle-class children have begun to classify things according to their superficial attributes, their thinking process often presents a disorderly state, which is manifested in the fact that the front and back pictures cannot be linked to form an understanding of the story and the language expression is incoherent;
Third, the intentional attention of middle school children has gradually developed, showing a trend from unintentional attention to intentional attention, but the stability of attention is not enough. Some children have not mastered the basic sequence and method of turning pages, and often turn to the back and then to the front. We should cultivate the stability of attention through vivid and colorful books and pictures and vivid and effective reading activities;
Fourth, the children in the middle class are lively and imaginative, but they can't supplement the space in the development of the story with imagination according to the changes and contrast of the front and back pictures.
In view of the above characteristics, the main points of reading guidance for middle school children are: guiding children to observe the pictures in an orderly way and understand the story content through the connection between the front and back pictures; Can reasonably imagine the blank points in the book picture and compare the differences in reading content; Know that there are page numbers and words in the book, understand the corresponding relationship between different symbols, and be willing to draw picture story books with simple plots; Can boldly express reading information and listen to what others say quietly; Guide children to master the correct reading method and read quietly.
Guidance of middle school students' reading activities
(a) Selected teaching materials
According to the characteristics of middle school children's intentional attention to development, we must pay attention to the reasonable selection of reading materials, further improve children's reading interest and cultivate their attention stability through vivid and colorful books and pictures and vivid and effective reading activities, thus sprouting children's desire to read independently.
As we all know, the choice of reading materials is an important factor affecting children's reading interest. Nothing that is too difficult or too simple can arouse children's interest in reading. Especially for middle school students, although they have some reading experience, they still have great dependence on adults in the process of reading. This is closely related to their current cognitive level and reading ability. Therefore, at this stage, teachers should learn more about children's reading situation and hobbies, and carefully select appropriate reading materials, so as to further effectively stimulate children's interest in continuing reading and gradually transition to children's independent completion of the simple reading process. Taking Squirrel Blowing Bubble Gum as an example, the key to middle school students' reading material selection is discussed.
Squirrels Blowing Bubble Gum is a pre-reading textbook that we have loved very much for many years. The reason why they are loved by the children in the middle class is as follows: firstly, through observation, we find that the children in the middle class are particularly interested in the vivid and interesting characters in the picture book, their exaggerated expressions and behavioral changes, and they are also willing to exchange their different reading feelings around them. However, for the transformation of the picture background, the understanding of the secondary characters and the exploration of complex psychology, Squirrel Blowing Bubble Gum is such a good book that is very suitable for the reading characteristics of middle school students. Among them, the image is vivid, the role action is exaggerated, and the plot is simple and easy to understand. At the same time, the picture is clear, there is no complicated background, and there are no changes in multiple scenes, and the relationship between characters is easy to understand. Therefore, the children in the middle class can not only gain some new experiences in the process of reading, but also will not affect their reading enthusiasm because of the difficulty. Secondly, the plot development in the picture story book? Blowing bubble gum accidentally flew into the sky, actively rescued and landed safely? It is a familiar and yearning experience in children's life, close to life and full of fairy tales. The process of reading this story can make children get psychological satisfaction between reality and fantasy, and it is also convenient for children to form new reading experiences and understanding methods through the memory and migration of existing life experiences. Finally, because this story book has a single length, strong picture expression, orderly plot development and relatively simple text, it meets the conditions for middle school students to read independently to some extent.
From the analysis of the textbook Squirrel Blowing Bubble Gum, we can see that when helping middle school students choose reading textbooks, we must pay attention to the picture, image and plot of the book. Appropriate textbooks can better develop children's reading ability. Of course, as children enter the next semester in the middle class, such storylines can't meet their reading needs gradually, and they begin to be interested in some stories with these storylines. Such as the second cake, the cat's birthday and so on. However, the plot in the story should be relatively simple and easy to understand, and there should be fewer main characters, because middle-class children can't understand the relationship between roles well, and too many roles will directly affect their understanding and judgment of the story content.
(B) cleverly set questions
Asking questions is one of the important ways for adults and children to read and communicate. Without effective communication, it is impossible to understand children's reading needs and current situation, and it is even more impossible to promote children to continue reading and thinking. Therefore, in all kinds of reading activities, the design of questions has always attracted much attention. What kind of questions are most effective for middle school students?
1、? Step by step? Question type: sort out the complex plot points, follow the teaching law from shallow to deep, design a series of related questions to help children understand step by step, and finally clear the clouds and clean up the mess. For example, when reading the second plot point of the story "the second cake", you can use such a set of questions to inspire children to think. ? What are the little animals doing? Why do they still make cakes? This time, the little fox took the cake. Why do small animals laugh? Guess what happens to the fox. Through a series of questions, the difficulties in story understanding can be effectively decomposed, which not only enables children with different abilities to finally understand the plot of the story, but more importantly, helps children to clear their minds and acquire orderly thinking methods.
2、? What happened? Question: Considering that the thinking of children in the middle class is still concrete, teachers should give priority to openness in the communication after reading, and provide children with opportunities to express their different opinions boldly without being limited by too much thinking. Such as: picture story? The problem on the hat bed:? What will happen to the little mouse when he sees the fur hat?
Question in the picture story Crocodile:? What will the little monkey do when he knows the crocodile trick, and so on. There is no fixed answer to this kind of question, which will not limit the child's thinking, but he can boldly imagine and guess according to his own understanding and existing experience, and express his views different from others in different ways. This way of asking questions helps children to use their imagination to supplement the space in the development of stories.
3、? Beat about the bush? Question: When children encounter difficulties in understanding the story of pictures and can't continue to advance the reading process along the previous question, the teacher may wish to ask questions from another angle, so that children can find another way of thinking and arouse their interest in reading. For example, in the reading activity "Cleveland Smile", if you ask directly? Why the animals' attitude towards Klee has changed while his appearance has not changed, which will definitely surprise the children and make them feel at a loss. Let the children compare the expression changes of animals before and after, then compare the language changes of animals twice, and finally understand the psychological changes of animals before and after. The previous comparison seems unimportant, but it actually lays the foundation for the later understanding, and also enables children to learn to observe and think from different angles, and compare this thinking with the pictures before and after the story.
4、? Push the boat with the current? Question: In order to give full play to children's initiative and enthusiasm in reading learning, create a vibrant reading teaching atmosphere, and cultivate children's habit of autonomous learning and positive thinking, teachers may try to let children learn to ask questions when they enter the middle class. For example, on the basis of understanding stories, teachers can let children tell stories. What else can't be understood? What else do you want to know and then ask questions with children and encourage other children to answer, which can effectively stimulate the interaction between teachers and students, harmonize the relationship between children and arouse children's desire for further reading.
Of course, we should also point out that when designing problems, we must pay attention to the individual differences of children. Children's individual differences exist objectively. In order to improve every child on the original basis, teachers should design different types of questions with different difficulties in activities, so that all children have the opportunity to express their ideas and express themselves. Especially in the middle-class age, if children can be given more opportunities to express themselves, it will be of great help to the establishment of children's self-confidence and the formation of self-awareness
(C) make good use of the media
Media is a tool to transmit information and carry knowledge, and teaching media is a technical means to assist teachers and students in teaching activities. Traditional teaching media refer to slides, projections, audio-visual teaching equipment, language laboratories and so on. Compared with other modern computer-based media. The integration of media and teaching constitutes a specific teaching method, which can greatly improve teaching efficiency. In traditional teaching, if teaching media is not used to assist teaching, the teaching quality depends entirely on teachers' teaching skills and students' learning ability. In this case, teaching is often easy to return? Teacher-centered? Situation, children's learning depends on teaching materials, teachers instill knowledge, children lack initiative, teacher-student relationship can not reach the realm of interaction, let alone develop children's personality. The use of teaching technology media can help teachers teach more intuitively, vividly and help children understand and feel, greatly improve teaching efficiency, and at the same time greatly expand the teaching field.
When we carry out reading activities in the middle class, we often use the following media to assist teaching:
1. Audio-visual teaching: Enhance children's audio-visual experience through audio tapes and scene performances, so as to help children understand the teaching methods of works. Such as: big book reading activities? Radish boat? After reading the first part of the story with * * *, the teacher played thunder and lightning with audio equipment, which made the children strongly feel that the story environment had changed suddenly. With the previous warning of plot turning point, the children's interest in continuing reading was stimulated and they naturally entered the next stage of reading activities.
2. Dynamic video teaching: Dynamic video teaching is a way to assist teaching activities with computer technology as the main teaching media. This method is very suitable for middle-class reading activities, because middle-class children like moving objects, which can attract children's ideas well. For example, before organizing children to read the story "If you give a mouse a biscuit", computers were used to make cartoons of the whole story. In the second half of the activity, you can open the wide screen and play cartoons, so that children can watch several story scenes in succession, and their attention will immediately focus on observing the story screen. This can not only keep children's interest in reading in time, but also help children read a set of plots effectively and further experience the uniqueness of this story. Compared with the conventional teacher's narration, the effect of dynamic video teaching can help children observe the changes of characters' movements, expressions and story background. In addition, video teaching can also expand the teaching field and make teaching change from basic static activities to interesting dynamic activities. For example, when reading the story "Little Squirrel Blows Bubble Gum", when children come up with various ways to save small animals, teachers use computer-aided means to help children verify the rationality of their imagination, thus satisfying their psychological needs and making them happy that little squirrels have also used their thoughtful ideas. At the same time, help middle school students understand the feasibility of various methods, and consider their rationality and feasibility when they come up with ideas and methods.
3. Static video teaching: Static video teaching is the application of projector technology in reading activities, especially when analyzing a picture or comparing two or three pictures, its effect of helping reading teaching is more obvious. The observation ability of middle school children needs to be further cultivated. Especially the attention to detail changes. Therefore, it is convenient and effective to use projection to assist teaching. For example, when reading the story of "The Predator", in order to help children observe the expression and action of the predator when he pretends to deceive children for three times, this page can be enlarged by projection and displayed in front of children, thus helping children to observe the picture carefully and guiding middle school students to master the methods of observing and reading books.
Broaden channels
Reading activities not only refer to the reading of picture books, in fact, in daily activities, materials worth providing for children to read can be seen everywhere.
1, reading in life
If we say that in small classes, we will choose more picture books as reading materials in order to better help children establish reading habits and interests, then in middle classes, we can appropriately add some different reading materials to further enrich children's reading experience, thus helping children accumulate more and more effective reading methods. For example, in order to help middle school students accumulate experience in symbol translation, we might as well encourage children to collect all kinds of symbols that are common in life and make them into books for children to read and decipher the meaning of symbols; For another example, in order to help children learn to read in an orderly way and turn written knowledge into practical methods, we might as well provide children with some simple origami books to read, or make some small production steps more suitable for children to read, so that children can accumulate effective experience in such reading activities that picture books do not have; In addition, you can sort out some familiar advertising pictures, public welfare posters and street signs as needed and provide them for the children in the middle class to read. Doing so can greatly improve children's reading ability and expand children's reading channels.
Of course, teachers should pay attention to: when carrying out this kind of reading activities, we must grasp the degree of difficulty, take the children's current needs as conditions, and make targeted choices according to their existing cognitive level and reading ability. Only in this way can we get a good reading effect.
2. Family cooperative reading
Home cooperation to broaden reading channels is to organize parents to participate in kindergarten reading education activities, guide parents to carry out family parent-child reading education, organically combine home reading education, and promote the germination of children's reading interest and the formation of reading habits.
For children, parents' participation in reading activities can stimulate children's mood and interest in reading, improve children's initiative and enthusiasm, and is conducive to children's development; For parents, through personal experience and participation, they can understand their children's reading interests, ways and characteristics, further understand the reading education in kindergartens, and get methods to observe and guide their children's reading under the guidance of teachers.
Parents are invited to carry out various parent-child reading activities in the classroom, so that parents can understand how early reading activities are carried out, feel the pleasure of reading with their children, help parents master the methods of reading guidance, and accumulate experience in parent-child reading. After each reading activity, the teacher will give parents a reading briefing and provide parents with the contents and methods of reading guidance. For example, there are four items in the introduction of the picture story book "The Giant's Garden". In Listen to Me, the center of the story is summarized in concise language, and some beautiful words are highlighted with shadows. The second item "Please tell me" designs questions closely related to the story. Parents ask questions and children answer them. The third "please judge" is to understand the child's understanding of the story. Parents ask questions according to the topic, and children make oral judgments? Is that correct? Or? A mistake? Can I type and write after judging? Or a fight? . The last item is "Tips for Parents", from which parents can learn how to guide their children to observe. Observe what? You can also learn the key points that children should master in other reading abilities. The teacher made it carefully? Did you read the briefing? It has become a bridge and link between home and home, transmitting reading information and enhancing the feelings of cooperation between home and home.
Parent-child reading guidance enables parents to really pay attention to their children's reading interest, respect their reading ability, listen to their reading wishes, appreciate their reading performance, and become their close reading partners. Family cooperation promotes children's lively development in reading activities.