Paper Keywords: children's creation
The preface of the "Guidance Outline of Environmental Education for Early Reading (Trial)" clearly puts the requirements of early reading of children into the target system of Chinese education, and puts forward that "children should be interested in simple marks and characters that are common in life; Use books, paintings, etc. to arouse children's interest in books, reading and writing, and cultivate skills before reading and writing. " Relevant studies have pointed out that people's main reading ability is formed between the ages of 3 and 8. If we don't enlighten the reading consciousness in infancy, stimulate children's reading interest and develop reading habits, children may have difficulties in learning and adapting after entering school. Therefore, how to create a good early reading environment for preschool children and lay a good foundation for their written language learning and lifelong learning after entering primary school is a problem that kindergartens and parents should pay attention to at present.
A kindergarten (a) Creating a suitable kindergarten library is the basis of reading activities. 1. Books are managed by special personnel. In order to facilitate children's classification and placement, we can color each book, and the teacher instructs the children to put the books on the shelves marked with corresponding colors, so that the classification is orderly and easy to find.
2. Children's reading is based on the class, and the teacher leads the team to read according to the time schedule of the library. In the process of reading, the teacher is responsible for the regular education of each child's reading discipline, safety, hygiene, book storage, etc., and guide the children to master the correct reading methods. The reading room is open from Monday to Friday, and each class is guaranteed to read at least once a week in the library. At other times, the teacher can arrange it by himself, or he can do many reading activities.
3. Books should be placed according to large classes, middle classes and small classes, which is convenient for teachers to lead reading activities and management. It is best to have something iconic that children all know, so that children of different ages can easily find it.
4. Books should be updated in time to prevent children from losing interest in books. But now many kindergarten books are useless to children. Some books are worn out and updated slowly, while others are not even updated. Rose Nine, children have lost interest in this so-called book reading area and are unwilling to participate in reading, which seriously hinders children's reading vision and is not conducive to the cultivation of children's reading ability.
(2) Children's classrooms should also set up book corners. Children's daily activities should be equipped with a book corner to provide children with necessary reading materials, and they can provide children with books or other word game materials that can be taken at hand, so that children can have access to books and words anytime and anywhere, and they will not be short of books when they want to study.
However, when providing children's books, we should pay attention to the following points: 1 The books provided should conform to children's age characteristics, and books with pictures and texts should be provided for children. It is best to give priority to large books to improve children's reading interest, because children like colorful pictures. For example, oriental dolls, doll pictorial, children's intelligence stories and so on. 2 diversification of books. From children's life to scientific knowledge, from environmental issues to life education, affection, friendship, overcoming difficulties and other reading materials with different themes. Moreover, most picture books are for children. Picture books are the main objects of children's reading and learning, and their contents are integrated with the vision of acceptance. Books can be made by teachers or children together. Teachers or children make books together and let children participate in the production process, which can make children feel the diversity of languages and improve their interest in reading. [1] Teachers can choose suitable and high-quality story books for reading guidance according to children's age characteristics and interests (Children's Reading Research Group, 2000).
(3) Teachers should often organize morning reading activities 1. Share reading by using large-format storybooks. In the reading guidance stage of the whole class, teachers can share reading with children by using large story books.
When reading aloud with a big story book, the teacher should point out the story name and the words on each page with his fingers from left to right, so that the children have the opportunity to correspond what they read with the words spoken with their fingers. Children can not read, but we should strengthen the cultivation of children's written language perception ability. [2] In the creation of kindergarten shared reading environment, we should pay attention to the combination of education and activities, so that children can truly become the masters of the environment, realize close contact, benign interaction and effective dialogue with the environment, and make the kindergarten environment a platform for children's development. We should also pay attention to the organic combination of theme and hierarchy, generation and openness, naturalness and development of reading environment.
2. Guide children to read aloud. In the reading guidance of the whole class, teachers can consciously let children read books aloud, and teachers can also make full use of interactive teaching methods to make it a necessary auxiliary means of reading guidance. According to the research of American Reading Council, reading books aloud helps children to build up the necessary knowledge reserves and guide them to the road of successful reading. The Committee's reading guidance proposal emphasizes that reading aloud is the only and most important language activity, and reading books for children is an important way to help children understand the meaning of the text. But many children like reading silently. Teachers should pay attention to these children, actively guide them to read aloud and experience the language charm of reading aloud.
3. Let children share their reading results. When reading activities have a certain effect and function, we can try to let children share their reading achievements and share their books with other children in language, so that children can feel their fun and sense of accomplishment in reading, so as to enjoy reading.
(D) Story wall layout
1. Teachers can draw stories on the classroom walls with colorful illustrations. For example, in the story "Rabbit looking for the sun", the teacher can draw each story fragment and attach the story content. For example, in this story, the rabbit sees a red lantern and thinks it is the sun, so he can draw a picture here, and so on. This is convenient for children to watch. Children come to the park for activities during recess every day, and they can enjoy the world of story kingdom anytime and anywhere. However, it should be noted that teachers should pay attention to changing the story content of the story wall in time and not let it exist in name only.
2. Kindergartens can leave a wall for children to draw stories and create their own stories. Children can create and tell their own stories on the background map at any time, and they can create in the form of teacher-student cooperation. In such a story environment, children can stop reading anytime and anywhere, and reading has become an indispensable part of children's life and study in the park.
3. Let children create stories and tell stories. Under the guidance of teachers, children can use their existing reading experience to develop their imagination, create new stories and perform them in their own language, which can exercise their language expression ability. Encourage children to draw stories they have heard or created, and then bind them into books and tell them to teachers and peers, or put them in the corner of the book for everyone to read and appreciate. Mobilize children to collect old books and pictures, cut out the patterns on these books and pictures, guide children to regroup, guide children to use their imagination, draw backgrounds and create stories. Children can make their own headdresses and find partners to play the role together. Schools with conditions can also organize pantomime performances to increase the diversity of language activities and the interest and richness of children's reading activities.
(5) Reading should be integrated with games. Games are children's favorite activities and one of the most used teaching methods in kindergarten classes.