Now kindergartens pay more attention to children's book reading than ever before. For example, many kindergartens provide bookshelves for children to put books on. A few kindergartens have special reading areas. Many teachers provide free reading time for children in all aspects of daily life and encourage them to read; In collective reading activities, teachers often pay more attention to the development of children's reading habits, children's understanding of books and children's expression of reading understanding when guiding children to read. However, through long-term observation in kindergarten, the author found that many teachers still have many problems in guiding children to read: First, they do not pay attention to creating a good reading environment and choose books at will; Second, the content of the book is presented in a straightforward way, with no suspense; Third, teachers are the main questioners, and do not attach importance to children's interest in books and active exploration; Fourth, the way to guide children to tell the content of books is single, and children lack interest in telling; Fifth, children don't care about the details and key information of books.

From the teaching goal, in reading books, children should be able to observe the contents of pictures, pay attention to and understand pictures.

People's expressions and actions can find interesting plot content in the picture, and they like to imitate expression. However, our observation of children's book reading shows that children's reading ability is not ideal, including children in large classes. Their following reading behaviors deserve attention: (1) Reading casually means that they can't understand; I know there are good stories in the book, but I don't want to read them myself, but I ask adults to tell the stories in the book; Children who are willing to read by themselves, but prefer to listen to literacy; Willing to read and read carefully, but unable to grasp the main content of the book, the content expressed is far from the content of the book. It can be seen from these performances that although many children are interested in reading, they do not enjoy reading well because of the limitation of reading habits and reading level. Children's reading problems are of course related to their physical and mental development level. But it is also closely related to teachers' guidance in book reading. Improper guidance by teachers will lead to children's low interest and reading level. Therefore, we need to find out the coping strategies that can guide children's reading and make their reading interesting from their psychological characteristics and life experiences.

1. Create a suitable reading environment, carefully choose books for children, and make children fall in love with reading.

Almost all kindergartens have children's books. However, some kindergartens have not opened up a special world for children's reading; Although some kindergartens have special bookshelves and even special reading areas, there are still some problems worth discussing in the layout of reading areas and the creation of environment. For example, in order to facilitate children to take books, put a row of bookshelves at the door of the classroom, and the reading area is adjacent to the lively performance area. In fact, the special reading area should be quiet and comfortable and suitable for children to read.

There are many kinds of children's picture books in the book market, which need to be carefully selected. When choosing picture books for children, teachers should at least grasp the following characteristics: bright colors and aesthetic feeling; The characters in the book are cute, and the expressions are exaggerated and interesting; The content conforms to the age characteristics of children and is close to their life experience; The plot is vivid and imaginative; Stories are told with repetitive structures or close logical relationships between plots.

2. Use "guessing" and "blocking" to make the reading process full of suspense.

Guiding children to read a book is not to read a book flatly and directly. It is interesting to set some suspense for children when reading. Because suspense can hold children's interest tightly and make them want to know what the next page is. Among them, "guessing" and "shielding" are good methods that teachers can use to increase reading suspense.

Children are often curious about "guessing what it is", and guessing in reading can fully mobilize children's initiative. Children are active in thinking, imaginative, enthusiastic and sometimes even controversial. There are various ways to guess: for example, guess the title of the book through the cover, guess who is in the book through the title, guess the content of the book through the title, guess their psychology through the expression of the characters, and guess what will happen through the expression and action of the characters.

Proper "covering" means covering some characters and scenes in the picture properly, mobilizing children's existing experience, guiding them to imagine and reason according to the context of the story, and stimulating their reading interest.

3. Make the oral expression in reading vivid in a lively and interesting way.

Many children tend to pay more attention to the plots and characters they are interested in when reading books, and they are less active when telling complete stories. In fact, letting children tell stories of books is an effective way to cultivate children's independent ideas and express them clearly and completely. As long as the teacher can use some games that children are interested in, they can make the story vivid and let the children actively participate in the story.

Method one, picture story dragon: group the children. Give them some time to prepare, and then let each group of children tell a picture in turn. This method can be used for large classes.

Mode 2. Listen to the story (or watch the performance) and guess the pictures. Teachers and students tell or act out a page. Children guess which page it is and find it quickly. This method is suitable for middle class and large class.

The third way is to speak while playing the role. Children are willing to imitate the exaggerated and lovely movements and expressions of animals in the book. The teacher should choose the plots that are suitable for the performance, and let the children talk while performing. Performance is a favorite expression of children, and children in both small and large classes are full of interest in performance.

4. Turn teachers' problems into children's problems, and let children actively explore the contents of books.

Teachers often simply understand the guidance of children's reading as a question about pictures. So many questions are preset, such as what is in the picture. What they are doing, what they are thinking and what they will say. But are children really interested in the place where the teacher asks questions? What does the child really care about and want to understand? In fact, teachers must pay attention to children's interest in pictures and reading difficulties when presupposing questions.

For example, there are three rabbits in the book. Two rabbits were laughing happily around the cake, while the other rabbit looked back with an unhappy face. Teachers usually ask three questions when guiding children to observe pictures: How many rabbits are there? What are they doing? Why eat cake? Most of the children care about the expressions of the three rabbits: why are the two rabbits so happy? Why is this rabbit unhappy? Why did you turn back? What does it want? However, teachers have no chance to let children express and solve their doubts and puzzles. Obviously, teachers don't take children as the main body of activities, so they can't stimulate children's desire to explore actively. In book reading, teachers should guide children to ask questions themselves from small classes, and gradually transfer the initiative of teachers to children in middle and large classes. Teachers should respect children's interest in different characters and plots in the picture, discuss their concerns, solve problems they don't understand, and actively and interestingly understand the contents of books through their own questions and subsequent collective discussions, debates and even debates, as well as the guidance of teachers.

5. Guide children to pay attention to the connection between details, symbols and pictures, so as to make reading comprehension smooth.

When guiding children to read, teachers usually pay great attention to guiding children to pay attention to the main characters and plots in the book, and it is easier to ignore some "secondary" information. In fact, some information in the picture can not be ignored, which is very important for children to understand the whole story.

First, some backgrounds in the pictures are key information, which is closely related to the development of the plot. For example, the book "Go to bed" in the small reading class is about several animals hanging a hammock between two coconut trees and building a staircase. Snakes, lions, zebras, hippos and elephants all went to bed. Finally, the bed collapsed and all the animals were admitted to the hospital. In the first picture, it is the main information that the child can observe that the snake is ready to sleep, and the four pillows with different colors placed in the hammock in turn are also the key information, because the clothes worn by animals to sleep are exactly the same as the pillows. If children pay attention to the details of the pillow, they can quickly guess or find out who the next animal is going to sleep from the animals provided by the teacher. The sense of accomplishment of guessing can inspire children to continue reading with great interest.

Second. The expressions and movements of the characters are also key information, which is very important for children to understand the whole story. Such as sweating, flustered, smiling, pouting, are all manifestations of the plot that has happened and is about to happen. Teachers should guide children to accurately grasp these key information.

Thirdly, some special symbols sometimes appear in pictures, for example, question marks, exclamation marks and ellipsis often appear in books. In middle and large classes, teachers should guide children to pay attention to these symbols and understand what they want to express in the pictures.

Fourthly, the similarities and differences between two similar pictures are important information of plot development. For example, in the first picture, there is a rabbit playing in the forest, and in the second picture, the rabbit is playing in the forest. It's just that there is an unremarkable fox tail behind a tree, which is an important information for the development of the plot and a clue that can stimulate children's bold imagination and guess. Teachers can use the flip strategy to guide children to compare the similarities and differences between the front and back pictures, establish the relationship between the pictures, and guide children to grasp the development of the plot through repeated observation of key contents, so as to better understand the contents of the book.

In short, children can have endless fun in the well-organized and skilled reading activities of teachers. Through effective reading and understanding of books, children will gradually like reading, learn to read, indulge in reading, and their independent reading ability will be significantly improved.