Our early reading education enriches and integrates children's literature activities, and is an effective way to cultivate children's appreciation ability, telling ability and reciting ability. It is necessary and beneficial to educate children in early reading. The key lies in how teachers can better guide children to read.
First, the educational value and significance of early reading
As a special way of communication, children's early reading activities are first of all a social phenomenon with sociality. As a theme activity, children's reading is practical. As an individual behavior and activity, children's reading is mainly reflected in the process of individual psychological activities. Although there is no consistent conclusion on the nature of children's reading behavior at present, it is undeniable that reading is an advanced and complicated psychological process for children.
In early childhood reading education, children can not only be influenced by the beauty of moral sentiment, but also feel the beauty of different languages and artistic styles. Early reading education also provides opportunities for children to participate in various artistic practice activities. When reading stories, children need to mobilize their artistic imagination and reproduce the pictures in their minds; When children play a role to perform or make up stories, they should also open their imagination wings and express or expand the content according to the clues provided by the works. In this way, children's artistic imagination will be fully developed and there will be various opportunities for further exercise and development.
Second, two major misunderstandings in early reading
Although children's early reading education has been paid more and more attention, there are still some misunderstandings due to the influence of traditional factors and the lack of early reading research, which has to attract our attention.
(A) early reading is reading and reading in advance.
Speaking of early reading, the popular saying at present is that "early reading means reading and recognizing words in advance". The popularity of this view is not only influenced by China's traditional cultural concept of "writing" and "child prodigy" worship, but also directly related to the misunderstanding of early reading.
In fact, children have formed a preliminary understanding of the structure and radical meaning of Chinese characters in many pre-readings. We don't object to experiencing the role of writing symbols in pre-writing activities and naturally acquiring some characters. But the first problem is that we should put the cultivation of children's reading interest and reading ability in the first place, and make this guiding ideology become the guiding ideology of reading education as much as possible. Those who think that "reading early is reading ahead of time" will only confuse their vanity with the navigation mark of children's growth. Because literacy cannot measure the quality of early reading activities, literacy is not evidence of the effectiveness of early reading activities.
Therefore, we must realize that there are essential differences between children's early reading and primary school students' formal reading and writing. It is just a kind of "reading and writing bud", a natural learning activity aimed at real life in real life situations, and a preparation for formal reading and writing learning.
(2) Early reading is conducive to the development of children's potential.
This statement implies two concepts, one is that the development of children's potential is the most important, and the other is that reading and writing in advance will inevitably lead to the development of potential. In fact, early reading in the true sense has irreplaceable value for children's all-round development, but this value is not reflected in "developing children's potential", but through contact with written language, children can acquire attitudes, expectations, emotions and behaviors related to written language, cultivate children's basic ability to understand the world and develop their lifelong learning ability.
Third, how can we better grasp the opportunity for children to read early?
According to the goal of early reading education, teachers can systematically cultivate children's reading ability in a planned and purposeful way, so that each child can develop at different levels. Around the goal of early reading education, we can carry out educational activities that are from simple to deep, step by step and concentrated in content.
Teachers can use large picture story books to cultivate children's reading comprehension ability. Children with the same content have a picture book and story book to read independently, so that children can feel, experience and gain experience in the process of reading. Listening activities are mainly to let children listen to the stories told by teachers repeatedly, constantly experience taste, develop good listening habits and improve their appreciation of literary works; The pictures provided by the teacher to the children are out of order, and the children arrange the pictures in order according to the inherent logical laws of the story, which is conducive to cultivating the children's orderly thinking ability.
Teachers can also give specific guidance to children through the following aspects.
(A) to create a relaxed environment to stimulate active interest in reading.
With the growth of age, children have made great progress in color perception, thing recognition, language ability and so on, and their interest in reading is increasing day by day. In the activity room of kindergarten, children can often be seen enjoying books in groups of three or five. So we began to provide them with an environment with more reading information.
1. A relaxed and independent atmosphere. First, create a relaxed and independent reading atmosphere for children. When reading, children can read books by themselves, read books with their peers, and sit around the teacher to enjoy interesting picture stories. They freely choose, watch and discuss here, and devote themselves to reading activities.
2. All kinds of books. Create a rich material environment for children. That is, using various resources to provide children with various books to read. Some books that children read are brought by children themselves from home; Some are funded by kindergartens; Others are collected and purchased by teachers themselves. Therefore, children can read many kinds of books, including picture books about popular science knowledge, colorful books about life knowledge, entertainment books about literacy, reading and problem solving, and world-famous fairy tales, children's stories, poems, nursery rhymes and essays that children like.
3. Unlimited free time. Kindergartens regularly carry out reading activities for children, such as learning stories, enjoying prose poems and playing literacy games. However, children's early reading experience is not only obtained through several special reading activities. Therefore, in addition to regular weekly Chinese reading activities, we can also arrange some regular and irregular reading time for children in daily activities. Reading in free time, gradually, children have formed independent reading behavior and become more and more interested in reading activities.
4. Pluralistic and open space. With time, there is space. Most kindergartens have a book corner in the class activity room for children to read at any time. There are three levels of books for children: familiar, unfamiliar and unfamiliar to ensure the reading needs of children at different levels; There is also a quiet and bright library that children like to go to. There are all kinds of books there, so that children can read and study anytime and anywhere. In the subtle cultivation and learning, children have a strong interest in books.
(2) Let children choose reading materials according to their hobbies, and actively construct, accumulate and assimilate reading experience. Teachers give appropriate guidance to encourage children to carry out independent reading activities.
Early reading cultivates children's good language expression ability, stimulates children's interest in learning and arouses children's strong curiosity and desire to explore. This is not the same as letting children read and write a lot. The significance of our reading activities lies not in "books", but in the process of reading, nor in the quantity of reading, but in the quality of reading.
-
How to write an abstract of a paper I. Definition of an abstract of a paper
Generally, the purpose, experimental methods, results and final conclusions of the research work should be explained, with emphasis on the results and conclusions. Generally speaking, Chinese abstracts do not exceed 300 words, and foreign abstracts do not exceed 250 substantive words. Figures, tables, chemical structures, symbols and terms that are not widely known and commonly used are not used in the abstract unless absolutely necessary. You can start a new page before the title page (this page has no text), and the abstract of an academic paper is generally placed after the title and author and before the text of the paper.
Abstracts of papers are also called abstracts and executive summaries. It is a short article, which concisely and accurately describes the important contents of the literature, without comments or supplementary explanations. Its basic elements include research objectives, methods, results and conclusions. Specifically, it is the main object and scope of research work, the means and methods adopted, the achievements and important conclusions obtained, and sometimes other important information with intelligence value. It should be self-evident and have the same amount of information as the literature, that is, you can get the necessary information without reading the full text. Needless to say, it needs to be scrutinized word by word. The content must be complete, specific and obvious. Although the English abstract is based on the Chinese abstract, it should consider the needs of readers who can't read Chinese, and the substantive content can't be omitted.
Secondly, the classification of abstracts.
According to different contents, abstracts can be divided into the following three categories: reportorial abstracts, indicative abstracts and reportorial-indicative abstracts.
(1) report summary: Also known as informative summary or informative summary, it is characterized by a comprehensive and concise summary of the purpose, methods, main data and conclusions of the paper. Usually, this abstract can partially replace reading the full text.
(2) Indicative abstract: also often called explanatory abstract, descriptive abstract or argumentative abstract. Generally, only two or three sentences are used to summarize the theme of the paper, and arguments and conclusions are not involved. Mostly used for summary, meeting report, etc. This abstract can be used to help potential readers decide whether they need to read the full text.
(3) Report-indicative summary: the part of the document with high information value is expressed in the form of report summary, and the rest is expressed in the form of indicative summary.
Third, the writing of abstract.
At present, most papers published in China journals use reportable abstracts. That includes the purpose, methods, results and conclusions of the paper. However, the abstract of graduation thesis is mostly an indicative abstract, which summarizes the theme and main content of the article. In the process of writing an indicative abstract, the author should first briefly introduce the writing background of the paper, then briefly introduce the main content of the article, mainly the outline of the article, and finally introduce the research significance of the article.
Four. Matters needing attention in writing abstract of paper
(1) What has become common knowledge in this field should be excluded from the abstract; Never write what should appear in the introduction into the abstract; Generally don't interpret and comment on the content of the paper (especially self-evaluation).
(2) Don't simply repeat the existing information in the topic. For example, if the title of an article is "Study on Rhizome Formation in Vitro Culture of Several Orchids from China", then don't write at the beginning of the abstract: "For.
(3) Rigorous structure, concise expression and exact semantics. What to write first, then what to write, should be arranged in logical order. Sentences should be coherent and echo each other. Use long sentences with caution and keep them as simple as possible. Every sentence should be clear, and there should be no vague, general or vague words, but the abstract is a complete essay after all, and telegraph writing is not enough. The abstract is not segmented.
(4) Use the third person. It is suggested that the description methods such as "research …", "report …" and "investigation …" should be used to indicate the nature and theme of the literature at one time, instead of "this article" and "author" as subjects.
(5) Standardized terms should be used instead of symbols and terms that are not widely known and commonly used. If there are new terms or no suitable Chinese terms, you can indicate the original text in brackets or after translation.
(6) In addition to being really inflexible, mathematical formulas and chemical structural formulas are generally not used, and illustrations and tables do not appear.
(7) Unless the literature confirms or denies the published works of others, there is no need to cite them.
(8) Abbreviations, abbreviations and codes must be explained when they first appear, except those that can be clearly understood by adjacent professional readers. Other matters that should be paid attention to when writing scientific papers, such as adopting legal units of measurement, using language and punctuation correctly, are also applicable to the preparation of abstracts. At present, the main problems in writing are: incomplete elements, or lack of purpose, or lack of methods; Citation is not independent and self-evident; Improper simplification.