First, interpret the development of children's writing.
As teachers, we should help children become small writers, let them explore writing by drawing, imitating and creating their own words, and give full play to their potential and creativity. Children already know a lot about writing before they enter school. Teachers should carefully observe and record the different words constructed by children in different stages and situations, as well as their meanings, and cherish their own words.
(A) the significance of observing children's writing.
In the baby restaurant, the teacher observed Qiqi writing and drawing something casually on the paper. Qi said to Xiao Shang, "This is what the guests want, cabbage, radish, cake and ice cream." After a while, when the teacher was sorting out the toys, he found the paper written by Qi, vaguely drew cabbage, radish, cake and ice cream, and drew a circle under anything casually. The teacher remembers that Qi wrote her surname "Bao" as "Dong" in her works, saying that this is my name. These quick and simple duck paintings allow children to play freely in the writing process. More importantly, this incident shows that Qi is engaged in a very useful research. She knows that writing can convey some specific information, and she doesn't care if she can write the right words.
Children also use some words that they can write to express different meanings. For example, meditation wrote "day" on the hat she made, which means to give it to her mother. I wrote "day" on my schoolbag, indicating that this is my schoolbag. Don't touch it. Therefore, when children use very simple words and symbols, it doesn't mean that what they want to convey is very simple. On the contrary, although the difference between words and symbols is extremely rough, it may cover very complicated concepts, even the simplest duck painting will have such a situation. Zi Shang's mother told the teacher that she was still doodling on the cover of her story. Her mother blamed her for this, so she ran to take out her father's books and showed them to her mother, saying, "I think my father painted them all." She wants to tell her mother that she learned this from her father. But she knows that writing a name in the book means owning the book.
(B) Understand children's vocabulary construction in different stages and situations.
When the teacher was watching the children construct words, they saw some children drawing ducks; Some people mix simulated words with real words. For example, a five-year-old child wrote her surname "Zheng" as "Li Tian", and all the upside-down radical capitals showed the structure of the words. At this time, children are in the stage of imitating the shape of words.
The more words children learn, the more they will continue to use real and simulated words, and they will try to write a word in the same composition in different ways. Teachers should pay special attention to the situation when observing children's text construction activities. For example, a news report written by Shi Min said, "My father and I watched the news and saw a flood. There are many things in the water. It's terrible. My mother was cooking, and I showed it to my mother. My mother cried with fear. " In this news, the mother in front is the real word "mother", and the mother behind is the word "mouth" created by herself. Shi Min said that her mother was scared, too, and her mouth opened wide. In different situations, children often change the writing form according to the writing function and the reading object.
(3) Cherish the child's own words.
When children's writing ranges from using radicals to using radicals to creating their own spelling, their writing works cover many different forms of words. When children continue to explore written language, they will be more consistent in using words. They found that the same word combination would have the same meaning. For example, at the doll's house, John is going to buy something for the doll. She wrote a list: "AD calcium milk, AD calcium milk, jelly, jelly, sugar, biscuits." AD calcium milk was written twice, and she said, I want to buy two bottles, and jelly was written three times, and she said, I want to buy three bottles.
Through observation, we find that the words in children's names play a very important role in children's early writing. Long before children learn the relationship between sounds and symbols, they are already exploring the words they know. For example, the name "Zhao Jingxin" was written step by step. Japanese Pacers-Zhao Changjin-Zhao Jingxin. This is the first attempt of children to create their own spelling when they gradually know their own names. The child's progress in spelling is due to his understanding of his own name and his partner's name. For example, when developing the theme of summer, the teacher once asked the children to write about summer food. When Bing Bing was writing ice cream, she said, "This is my ice. Qiqi is the girl in the middle of Baoqi." From this point of view, with the increase of children's literacy, they observe other people's writing and their own writing, and begin to present various words with different word combinations in the process of writing development. Therefore, teachers must face up to the individual differences of children when they enter the park and let them continue their studies in a supportive environment. At the same time, teachers should regard children as creators, cherish their own words, and interact with children in meaningful situations instead of blindly implementing explicit teaching.
Second, the interaction between teachers and students in writing activities
(1) Teachers are the models of children's writing activities.
Teachers themselves are also important role models for children to learn to write, and they must be demonstrated to children in many different forms. Such as: record all kinds of record forms with children, mark articles, write notices, put up posters, make rules for routine and activity areas, sign works, make big books, etc. After writing, read with the children. At the same time, children should be encouraged to read their own works in the reading area, so as to let them know that what they write is for others to see.
Teachers are participants and guides in children's writing activities.
Teacher-child interaction depends on the specific situation, and should be good at random guidance, not forced intervention. When we are in the district, we arrange for children to be active in the writing area. There are two little boys who seldom go to the writing area and always play at the doll's house. When putting away toys, put all kinds of things together at sixes and sevens. The teacher discussed the problem with the children. Everyone suggested: draw a plan of the doll's house together in the writing area, mark the names of the items with words and post them on the doll's house. After that, they looked at the pictures to organize the doll's house. Plans and rules have also been formulated for each district. Although I still like to play in the doll's house, I have also become a small author.
The writing area not only provides a place for children to write, but also allows teachers to interact with children. Teachers should understand that it is the most ideal time to help children when they need it. For example, four children are active in the writing area. A person draws all kinds of weapons with a graphic ruler. When he saw the teacher, he shouted, "Teacher! Look at my cannons and tanks. They can kill many enemies. " This is what I want to share with my teacher. We smiled back and said some compliments. A child is making a book by cutting and pasting. After doing it, he asked the teacher to help him make a book, and brought a blank piece of paper for the teacher to do on it. He has the consciousness of making a cover, but he doesn't know how to design it, so the teacher brought him a book and instructed him to make a cover. In addition, two young children are also making books. One said to the other, "Look, this is a small class in Class Two, and so is my little white rabbit." The teacher just carefully observed and listened to their interesting communication, and did not interrupt them, because their own interaction naturally promoted the development of their writing.
In short, children learn to speak because of the need of communication, and they also learn written language because of the need of communication. The exploration process of children's writing activities is a natural and gradual process. In this process, it is necessary to create a suitable writing environment for children, let children interact with the people and environment around them, and urge children to actively assume, verify, invent and construct writing-related experiences, so as to gradually develop their writing ability. In this process, teachers should fully understand the development of children's writing on the basis of careful observation of children's writing process, seize the opportunity, make the best use of the situation, and assist children in meaningful communication in the form of symbolic writing. Let children realize their writing desire, show their writing behavior and gain joy and confidence after creation in the interaction of environment, teachers and peers. This will open up a new way of great significance for the accumulation and development of children's writing experience in the future. (Yu Ying, Xincheng Kindergarten, Baoan District, Shenzhen)