Create a material environment suitable for reading
There are mainly physical environments such as kindergarten environment, classroom wall environment and corner environment. Its participation and operability provide space and conditions for children's reading activities. Children gradually develop good reading habits and improve their reading ability through the interaction between activities and reading environment.
A rich library suitable for children.
Kindergarten should have its own small library, and each class should have its own class collection. The books provided should be suitable for children's age characteristics, including books suitable for small class children and books suitable for middle and large class children. The choice of books should be diversified, from children's life to scientific knowledge, from environmental issues to books on different topics such as life education, family, friendship, overcoming difficulties, personal growth, and various picture books. Picture books are deeply loved by children and are the main objects of children's reading and learning. What they show is integrated with children's receptive vision. The form they present is the organic combination of code and graphic code, and their value is the embodiment of the meaning produced in the reading process. Teachers and students can interpret the contents of picture books together, which can better stimulate children's reading interest and promote their reading ability and intellectual and emotional development. Books can be purchased by kindergartens, donated by parents, or produced by teachers, parents and children, so that children can experience diversified reading styles, feel more intimacy and interest, and stimulate their interest in reading and love for books. In the small book making activities in our garden every year, cloth books, photo books, hand-painted books, plant books and hand-pasted books emerge one after another, which are all very popular reading materials for children.
(2) The display mode that can attract children to browse and choose.
The way books are displayed affects whether books can get more attention. For example, the spacious and bright kindergarten library is rich in books; Beautifully decorated theme activity book cart; Class reading area, with children's bookshelves, comfortable chairs and cushions suitable for children's height; Story walls and new book publicity columns arranged in public areas of kindergartens; Regular book fairs or something. Give full consideration to children's age characteristics from the aspects of color matching, furniture selection, reading comfort, etc., to meet the different needs of children when reading, so that children can see, hear, borrow and read the books they want at any time. Let the whole environment of the kindergarten exude a scholarly atmosphere. Children can appreciate the charm of literary works here. In such an environment, children will unconsciously enter the reading state and experience the happiness of reading.
(3) A reading place where people can concentrate without being disturbed.
The place where we study has a lot to do with our pleasure, mood and concentration. We should provide a bright, comfortable and quiet reading place. For example, the small library or library in the park that can be used by each class in turn, the reading area and reading corner of each class, and the small book bar in the public area. These reading places should have tables, chairs, bookshelves and book display tables suitable for reading. Furniture and decorations should be soft in color, well lit, comfortable, not crowded, relatively closed and quiet, and not easily disturbed by other activities.
Second, create an institutional environment suitable for reading.
Explicit institutional environment refers to a series of systems formulated in the park according to children's reading needs, and the system is a series of behavior rules used to dominate the relationship between behavior and restraint. People define their own choice space through these rules and abide by some codes of conduct, thus creating effective operating conditions and promoting reading activities. Scientific and effective system is the result of full understanding and rational development and utilization of resources. People are always active under the conditions of realistic system constraints. The existence of these rules makes reading orderly, makes the distribution and use of various resources more reasonable, and thus improves the efficiency of children's reading activities. It mainly includes the purchase and management system of books, the use system of libraries and mobile book carts, reading schedule, reading rules, reading plans and so on. Institutional environment can directly affect the behavior of teachers and children, ensure the quality of reading activities, and thus achieve educational purposes. A quiet, comfortable and orderly reading atmosphere is helpful to children's reading activities.
(1) Make a timetable to ensure that children have enough reading time.
Reading is an activity that requires concentration and full time. In some kindergartens, because there are many classes, it is only a form for each class to take turns to go to the library to read books. Apart from routine work such as queuing, taking off shoes, selecting books and collecting books, children have little time left for reading. There are not enough reading areas and reading corners in the class, which are often disturbed by other activities. There are too many collective activities arranged in a unified way, and children do not have complete time to sit down and study hard. It is suggested that each class should be given enough time to use the library in turn, and the time and frequency of using the library for each class should be arranged in the form of tables. Mobile book carts can be added to ensure the browsing and borrowing time of children in each class. As for the reading corner in the class, it should be arranged in a quiet area in the classroom and try not to disturb the children who are studying. The number of people and reading time are limited by the rules of entering classes, and they can have random and free reading time, or they can have fixed time to listen to stories before lunch and read collectively before nap. The pure reading time every day is not less than 20 minutes, which is uniformly formulated by the kindergarten and requires everyone to strictly abide by it.
(2) Formulate reading area rules and book management system.
Manage the library and reading area with a practical reading system to cultivate children's good reading habits. It is necessary to formulate the corresponding management system, lending system and children's reading system, and conscientiously do a good job in the environment creation, bibliography management and improvement of kindergarten libraries, class reading areas and mobile book carts. Teachers and children make signs such as "Quiet" and "Please whisper" to remind children to walk lightly, take books lightly, put them back after reading, with the cover facing up and the back cover facing down, and don't fold, tear or draw on them when reading. You can also regularly organize children to sort out and mend books together, manage books with a system, encourage children to develop good reading habits, curb bad habits, learn to read quietly and intently, and care for books.
(3) Make reading plans for classes, groups and individuals.
Children are young, have poor self-control, are easily distracted, often behave casually, and lack planning and endurance. Teachers should guide children to read in a planned, organized and targeted way. For example, according to the age characteristics, hobbies and teaching contents of the children in your class, make a reading plan for the class, place books and recommend bibliographies as planned. Then, according to the different interests and receptivity of different children, children are grouped and group reading plans are made, such as children who are keen on reading books about the animal world, children who are keen on reading space science knowledge, children who are keen on reading fairy tales and so on. These like-minded collective reading activities make children fully feel the fun of communication and sharing, and let children read more deeply and actively. They can't wait to talk to their partners about their reading experience. The exchange activities between different groups have broadened children's horizons, enriched children's knowledge and helped children establish a wider reading interest. Personal reading plans include teachers' and children's. Teachers should love reading in order to give children good reading guidance. In addition to professional books, teachers should cultivate their extensive reading interests to meet the guidance needs of different children. At the end of the semester, kindergartens should make plans for their own reading activities, make preliminary designs for large-scale activities related to reading, and require teachers to make personal reading plans to provide teachers with a platform for reading books, reading courses and recommending good books, so as to promote the improvement of teachers' reading level. Teachers should help each child in the class to make a personal reading plan, plan to read a book they like every month, a book recommended by their peers or teachers, and how long to read every day, and encourage children to gradually form their personal reading taste from simply recording the reading list to taking reading notes.
Third, create a psychological environment suitable for reading.
Implicit psychological environment refers to the potential and concealment of influencing factors, the gradual and long-term influence effect, etc. There are mainly interpersonal environment, that is, psychological environment, which is formed by teachers' attitude, teacher-student relationship, student-student relationship and parent-child relationship. Psychological research points out that psychological environment can directly affect children's behavior and is the soul of the whole kindergarten environment. The atmosphere of safety, care and love can have a positive impact on children's behavior and stimulate their interest and desire for reading, which is a good psychological basis for children to enjoy reading.
(A) the teacher is the instructor of early reading.
Every reading activity of children always follows a certain cycle, including three links: book selection, reading and reaction. Each link affects another link and is a cycle. In this cycle, teachers are helpful adults and play an important role in supporting, leading, helping and guiding children's reading. In the process of developing children's reading activities and improving children's reading ability, the quality of teachers is very important. It is difficult for a person who never reads or lacks reading experience to help children. In order to guide children to read, teachers must constantly enrich themselves. First of all, teachers should be mature readers and people who love reading. When teachers enter their own professional fields, they should have a complete and extensive understanding of the published children's literature and know how to bring all this to children, then teachers' guidance on reading will be very effective. Teachers' attitude towards reading, teachers' reading behavior, reading habits and even attitudes towards books will affect children's reading development. If the teacher is kind, speaks kindly, and enthusiastically guides and helps children's reading activities, children will boldly express their wishes and show high interest in reading; If the teacher is rigid, unsmiling and indifferent to the children's reading activities, the children will go along with the teacher at will and have low interest in reading. Teachers should set aside 20 minutes a week to talk with children about the books they are looking forward to reading, or describe a short plot, or explain their thoughts and reasons for enjoying a book, or introduce the author's attraction, or tell details that can arouse children's interest; Teachers should insist on reading to children every day, at least once a day, and arouse children's interest in literary works with beautiful reading; Teachers can demonstrate storytelling, discuss the story content and characters with children, or perform some plots in the story together; Teachers should show children what an excellent reader should look like with practical actions. Teachers should not only provide children with time for books and reading, but also create an attractive reading environment to help children respond and share their reading experiences in groups, so that children can feel that reading is an interesting thing that they can enjoy and share alone, so that children can actively participate in reading and fall in love with reading. It can be said that in the reading cycle of children's book selection, reading and reaction, teachers provide, stimulate, demonstrate and react. They are the guides of children's reading and shoulder the heavy responsibility of helping children become lifelong readers.
(2) Parents are role models and companions for early reading.
Many studies show that the earlier parents start reading regularly with their children, the stronger their ability to understand words, write and solve problems, and the wider their knowledge. Parents are role models for their children. Parents' words and deeds will have a subtle influence on children, and parents are also partners in kindergarten education. Striving for parents' understanding, support and active participation in cultivating children's early reading ability is a necessary way for kindergartens to achieve educational success. In real life, parents invest a lot in their children's education, but rarely invest time correctly in accompanying their children to study. According to the survey, the proportion of families who can study with their children often is less than 50%, even in the most developed areas like Beijing. Kindergartens should help parents to establish a correct educational concept through a series of activities such as parent school, expert lectures, parents' garden, reading festival, good book recommendation and parent-child reading plan, so that parents can understand the importance of good reading habits to their children's learning ability, personality development and emotional development, and help parents solve the problems of what books to read and how to read them with professional guidance. Encourage parents to share the fun of reading with their children often; Guide children to read books regularly and set the content, and establish pure reading time every day; Encourage children to follow the book while listening; Guide parents to create a warm and free family reading space for their children, so that children can reach their favorite books at their fingertips; Mark some items in the family, such as TV, washing machine, nursery, etc. In the parents' open day activities, show our reading forms to parents, and help and guide parents' parent-child reading activities.
(3) Kindergartens are propagandists and promoters of early reading.
A kindergarten with clear training objectives and distinctive early reading characteristics can affect a group of teachers, children and families to develop good reading habits, and can also affect the family education level of a community. Kindergarten should make the whole environment full of rich books, so that children and parents in it can feel the charm of reading, thus falling in love with reading and making reading a way of life in a subtle way. Kindergarten teachers and parents can become professional and helpful adults in children's reading activities through teacher training and parent training, and make reading plans for classes, groups, individuals and families. Then, through a large number of long-term, fixed, random and flexible reading-related activities, reading becomes interesting, colorful and deeply rooted in people's hearts, thus achieving the educational purpose. Kindergarten has carried out a variety of reading-related activities, such as reading festival, story meeting, small book making, drama performance, new book poster, reading experience board, reading club, interesting reading wall and so on. , so that children and the environment close contact, benign interaction, effective dialogue, so that the kindergarten environment really becomes a platform for children's development. These activities involve teachers, children, parents and the community in reading activities. Everyone finds problems, solves problems, enjoys happiness and gains growth in the planning, preparation and progress of activities. Children not only fall in love with reading, understand the connotation of books, but also improve their abilities in all aspects; In the process of witnessing and participating, teachers' professional level and parents' family education level have been improved, and they have grown up with their children.
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