Suhomlinski said: "The way to make students smarter is not to make up lessons or increase homework, but to read, read and reread." The new curriculum concept also puts forward: "gradually cultivate students' inquiry reading and creative reading ability, advocate multi-angle and creative reading, and use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality." This shows the necessity and importance of extracurricular reading.

Junior high school students are lively and eager to explore, and picture books are their favorite extracurricular reading materials. How to make picture books play their real reading value and increase their knowledge while enjoying happy reading can be started from the following aspects.

First, guide keen observation and read picture books clearly.

1. Read the whole book and appreciate the picture book carefully.

Picture book is a "mysterious map" with secrets hidden everywhere, because no matter the title page, cover or ring lining, it is an organic part of picture book. In these places, the author presents many beautiful pictures for readers. Looking at the cover and guessing the content of the story can stimulate reading interest; The inconspicuous ring lining may be closely related to the story, and it is easier to enhance the theme of the story; The title page is not only a door to the main story, but also tells you who is the hero of the story, and sometimes it tells the story; The back cover will be a continuation of the end of the story. Such a wonderful picture book makes us put it down after reading it. How can we resist appreciating it?

2. Explore the details and interpret the text in depth.

A very important feature of picture books is to "speak" with pictures and words at the same time, and there are many important information hidden in the pictures. Only by guiding students to look at the pictures carefully and explore from the nuances can we find many small details that are often ignored by readers. Only by reading these details can we have a further understanding of the text.

The painting "Grandpa must have a way" depicts a small town and a warm family with strong human feelings, and both human expressions and environmental objects are very vivid. The mouse family at the bottom of the picture brings extra reading pleasure to readers. Students don't pay attention to the details of the picture when reading, which requires the guidance of teachers.

Teacher: (looking at the picture) Yue Se's button fell off, and she was very sad. Guess how everyone comforted him?

Health: Grandpa said, "Yue Se, I dropped my button. There is nothing I can do."

Health: Mom said, "Grandpa is right, it is impossible to make something out of nothing!" " "

Health: My little sister said, "I'll give you the doll!" " "

Teacher: No, who is this little sister?

Health: Maybe it's a neighbor's little sister!

Health: No, Yue Se's own sister! I seem to see my mother holding a baby in front.

Teacher: Who is it? Let's look back at the previous picture. ...

Health: I saw my mother's big belly!

Health: I saw the shoes my father made for my little sister!

Health: I found grandma bathing her little sister here!

When did Yue Se have a little sister? If the teacher hadn't reminded me, most students wouldn't have found it. Because of the teacher's teaching, picture book reading has become more clear and interesting. Therefore, when reading picture books, in addition to reading the story itself, students should be guided to carefully observe the details of the picture, see the environment and minor characters in the picture, or guess the psychological activities through the changes in the expressions of the characters, so as to improve students' comprehensive aesthetic ability.

Second, encourage bold imagination and read picture books in depth.

Aesthetics and imagination are the most important characteristics of picture books. The stories told in picture books are often imaginative, and many scenes and plots that are difficult to express in words can be expressed easily and intuitively with pictures, which also allows students to exert their infinite imagination. Therefore, in the process of reading picture books, we should pay attention to cultivating students' imagination, guide students to watch the images, colors and details in the picture, feel the emotions and meanings expressed in the picture, and daydream about the world outside the words and pictures.

1. Prediction story

No matter what book, the cover is the first thing that attracts readers' attention. Let students guess the story before reading, which will arouse students' strong desire to read. For example, the cover of The Runaway Rabbit is a pair of mother and son rabbits looking at each other in the grass. When the first-year students are asked to guess what this book might say, the children's imagination is really varied: "Mother rabbit is whispering to the baby rabbit!" " ""They may be saying that the grass here is delicious! "Mother rabbit must be telling baby rabbit to be careful of wolves! The wolves in the forest are amazing! "The students' predictions based on the pictures are quite unexpected. A painting should have so much imagination. Although students can boldly imagine according to their own life experience and the experience of previous literary works, isn't this also a teaching gain?

Step 2 imagine doubt

Setting up such a link is intended to cultivate the ability of junior students to question, guess and predict boldly. For example, in "Red Shoes", the teacher asked: Strange, how did the red shoes get lost? Students scrambled to guess: "I guess my mother may have accidentally fallen off when she was sunbathing on the balcony." "I guess it may be that its owner accidentally kicked it away while playing football and couldn't find it." Here, students' reasoning may coincide with the story or be quite different, but the result is not important. It is important to fully enjoy reading in speculation and speculation, and learn to read in interesting reading.

3. Reasonable association

When reading a book, children will not only think of real life and other literary works, but also imagine themselves as their favorite characters in this work, which is caused by the age characteristics of junior students. In the reading of "The Escaping Rabbit", when imagining where they would go if they were rabbits, the students seemed to be really that naughty rabbit, expressing their thoughts while gesturing. For example, while jumping into the water, Chen Ziyue said, "I jumped into the water, and when I got to the bottom, Mother Rabbit couldn't find me!" Ye Chen said while shrinking, "I am hiding in the thick grass, so Mother Rabbit can't see me!" "Students are intoxicated in their own imaginary world and enjoy the happiness brought by their works.

Third, lead the emotional experience and explore reading picture books

Excellent picture books can not only bring people visual enjoyment, but also bring wonderful emotional experience. The greatest humanistic value of picture books is that the concise language also contains rich emotions and humanistic spirit, which makes people moved and educated. The pictures in these picture books often use lyrical and delicate brushstrokes, which are fascinating. Therefore, it is necessary to guide students to enjoy the picture quietly, deeply understand the feelings of the characters in visual perception and auditory perception, and make their hearts soft and sensitive. Reading these stories is not only a reading for students, but also a "feast" for the soul. Sometimes just telling stories can get students into the hearts of characters in picture books. Because in the process of telling students, teachers convey their feelings about the connotation of picture books, their taste in picture books, and even their emotions to students through their voices and expressions, which give them strong emotional edification, silent language nourishment and carefree reading enjoyment. At this point, the emotional experience need not be emphasized at all, just listen.

Fourth, stimulate multi-form expansion and fully show the charm of picture books.

Reading begins not only at the beginning of a book, but also at the end of a book. Reading illustrated picture books often leaves students wanting more. Combined with the reading practice of picture books in our school, we can start from the following aspects:

1. Read and say.

After reading Angry Soup, students can read and tell stories to their parents. By telling stories, they not only internalize the stories into their own language, but also deepen their understanding of the stories.

2. Read and act.

Many picture books tell stories with rich plots and are suitable for performances. For example, after reading "Crocodiles are afraid of dentists", the students vividly performed the expressions and actions of crocodiles and dentists, joined their own understanding and imagination, and their interest was high.

Read and guess

When the story in the picture book comes to an abrupt end, students will feel that they still want to know the result of the story. They can ask students to make reasonable guesses. At the end of picture book teaching, leave some time for students to interpret and experience, and they will gain wonderful and childlike innocence.

4. Direct reading recording

After reading Stop Kissing, you can continue to write stories. Reading "Grandpa must have a way", you can write a story about a little mouse family under the floor; You can learn to draw a map by reading Teddy Bear Moving. Reading the series of "Cute Little Mouse", you can write and draw directly in the blank of the picture book; After reading DuDu and Croton, you can learn to write letters and introduce local customs.

5. Read and make a series.

After reading the picture book, students can design all kinds of beautiful shapes according to their hobbies, from single sheets, several sheets to the whole book, from teachers' help to students' cooperative design or independent design, and then write words in the appropriate places of the designed blank picture book, and then match the words with the appropriate favorite pictures to make their own picture book. Reading earthworm diaries can help students create ant diaries, butterfly diaries and my diaries according to their own lives. Of course, the guiding course of picture book reading should also respect students' subjectivity. Only when teachers abandon reading prejudice and expand the narrow spiritual space that may become crowded due to secular influence can reading enter students' hearts and students really enjoy reading. As a Chinese teacher, we should actively escort students' extracurricular reading and lead them to a pure heart and a world where spring grass is in full bloom and a hundred flowers are blooming.

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