Einstein once said, "Interest is the best teacher". So how to stimulate children's interest in picture books?
1, we can encourage children to bring some picture books they like.
Let the children take the initiative to tell their picture books, and the teacher will give little red dot and other rewards in time, and then report the progress of the children to the parents in various ways. In such activities, children's initiative has been improved and their interest in picture books has been mobilized.
2. Insist on telling stories to children every day.
Teachers can use the time before meals and lunches every day to tell children a picture book story. When speaking, they should pay attention to the tone and intonation to meet the needs of the story characters, thus stimulating children's interest in picture books. After speaking, they will put the picture books in the library area for the children to see. After years of observation and guidance, we found that children like to read picture books that teachers have talked about many times, which is also determined by their age characteristics. Because of this, I think children will gradually like reading picture books.
Second, we should choose a suitable picture book according to the age characteristics of children.
The phrase "adults read words and children read pictures" shows the characteristics of children reading picture books. Children are different in age, cognitive level, understanding ability, reading ability and imagination ability. Therefore, when choosing picture books, we should choose some picture books that children are interested in and have positive thoughts according to their age characteristics.
The concrete thinking of small class children's images is dominant and they like to imitate. They should choose things with bright colors, simple pictures, lovely images, short stories, few words and many repetitions, such as picture books, such as "Weeding the Bed" and "Who's on My Head", without even using words. Such as: strong winds, planes, etc.
Middle-class children have improved their observation and imagination, so they should choose some imaginative and appealing picture books, such as Dad, I want the moon. Because of the enhancement of understanding ability, they began to like humorous and exaggerated stories, such as my parents.
The thinking of large class children is still characterized by concreteness, abstract logical thinking is budding, with strong understanding ability, interest in words and rich imagination. They can choose some picture books with exaggerated characters, rich pictures and interesting stories, but the picture books are still dominated by pictures, and the words in the pictures have practical significance and certain rules to follow, helping children to gradually complete the transition from picture images to text symbols.
Large classes should choose some picture books for primary schools in the next semester, such as cultivating rule awareness and task awareness; Cultivate children's observation and understanding, such as walking maze, finding mistakes, telling stories through puzzles and so on. In terms of stories, we should also choose some books with complicated contents, such as Pinocchio and Shuke and Beita, which will help to cultivate children's understanding and memory.
In addition, when choosing books for children, we should also consider some characteristics of picture books, such as the safety of paper, whether the picture is reflective and whether the printing is clear, especially for children: the safety of reading is very important.
Third, skillfully guide children to read picture books and develop good reading habits.
Children of different ages have different reading abilities, so we have carried out a series of reading activities according to their age characteristics, so that each child's reading ability can be developed to varying degrees.
Small class children have poor self-reading awareness, but strong imitation ability, so we adopt group reading and parent-child reading, so teachers can comprehensively observe the reading situation of most children and give centralized guidance in group activities; In parent-child reading, parents can observe and discover their own interests, observe and understand reading, and make timely adjustments. They can also exchange experiences and questions with teachers and other parents to guide their children's reading.
When guiding children to read, I found that children in small classes have a certain interest in reading, but they can't read while holding books, and some hold books upside down; But Tianjin saw it with relish; Some look through the middle; Some people read at will, so we began to guide our children to know the cover, back cover and page number, and read books in an orderly way. Let children master the preliminary reading skills, so as to develop good reading habits. Knowing the cover and page number, guide the children to look at "What's on the cover" and "Guess what's on the cover". The "complete story" lets children know that reading should be turned from cover to cover. Children in small classes have limited knowledge of numbers. I will let them find the "page number within 5" first, and let them find the page number quickly through the game "See who found it right".
The children in the middle class have improved their observation and imagination, and the children in the big class have a certain sense of cooperation and competition. Teachers can observe the activities of individual children in the corner and give individual guidance. Children in large classes can also carry out weekly reading day activities, create stories, perform storylines, run for the story king, and make picture books for parents and children.
Teachers in middle and large classes can set up a "news broadcast corner" according to the actual development level of children in the class, invite a child to be a small announcer every day to broadcast a news, tell a story or introduce a book for everyone, and also set up a performance area "dream theater" to let children perform pleasant pleasant pleasant pleasant pleasant pleasant pleasant goat, big wolf, who is the most beautiful and so on. In the theater, colorful reading activities can not only cultivate children's sense of competition, but also develop their language.
Teachers in primary, middle and large classes can also carry out "borrowing books" activities, encourage children to bring a book they like, and then label it in categories, such as red science circle signs and yellow life circle signs. , and then make borrowing rules. Children in small classes are young, so the rules are mainly made by teachers. Children in middle and large classes can work out with their teachers. If they borrow books every Friday, they can take them home to read books and return them on Mondays. Use stars to indicate the degree of protection of books. For example, five stars means that the book can be returned on time, without losing corners, pages, graffiti or tearing. If one of them is not done well, one star will be missing. Because it is a self-made system, children especially abide by it. Moreover, in their borrowing activities, they learned the profound truth that "books should not be borrowed or read" and "borrowing is easy, and it is not difficult to borrow again" and learned to cherish them.
Fourth, reading should be "silent is better than sound" and "no words are better than sound", and pay attention to the role of pictures.
A good picture book is attractive to readers, such as "silence is better than sound" and "silence is better than sound". For a long time, kindergartens have a tendency to guide picture book reading activities. Teachers pay too much attention to the description of words and let children remember and express the contents of the book as soon as possible, but ignore the educational value of pictures, which are actually tools to express emotions. Children only need to carefully observe the expressions, demeanor and movements of the characters in the picture. Only in this way can we truly understand the content of pictures and realize the value of emotional education in picture books. On the contrary, ignoring the attraction of pictures to children will lead to the loss of emotional communication when children read picture books.
Fifth, we should fully tap the value of picture books.
As a teacher, we should be good at discovering the diversified educational value contained in picture books, and expand the extension of the meaning of picture books according to the age characteristics of children and combining with five major fields, that is, take a picture book as the core and fully tap its educational value in health, language, computing, science, society, art and music. Through children's experience and practice in various fields, children can understand picture books more deeply.
So how to tap the hidden multiple intelligences when reading picture books? Let me talk about three books that children read in primary and secondary schools.
1. The picture book "Mow the Bed" is especially suitable for small class children, who are young, have poor self-control consciousness and often wet the bed. Some children are embarrassed to say, "I accidentally spilled water on the bed!" " "or" I sweat too much! "The story of" Weeding Bed "is particularly interesting, that is, small animals pee whatever they like. Therefore, when you see the radish pattern on the quilt in the picture, the child will guess that the rabbit peed, which improves the child's reasoning ability in reading. This is the scientific wisdom contained in the picture book. When retelling the story, as long as there is a pattern of small animals urinating, the child will ask: "Weeding the bed, wetting the bed, who peed?" "Children's language expression ability has also improved, which is the embodiment of language intelligence. This interesting story also tells children a truth: that is, everyone wets the bed when he was a child, and he is not ashamed to wet the bed, so that children can have a healthy mind and face it correctly when they accidentally wet the bed.
2. Middle-class children observe pictures carefully, and spatial intelligence has begun to take shape. In the picture book "Uncle Xiong's Birthday Party", children can skillfully understand four pairs of antonyms by opening and closing the door, going upstairs and downstairs, entering and leaving the door, sitting down and standing up, which is in line with the language field. The study of locative words belongs to the development of spatial intelligence. Teachers can also organize children to design cakes for Uncle Xiong, sing happy birthday songs and send blessings to Uncle Xiong. Finally, everyone danced in a circle. Through this picture book, children's abilities in language, space science, art, music and other fields have been improved.
3. The picture book The King Who Loves Clocks describes a story: The king likes clockwork very much. When he sees his favorite clockwork, he will take it away. Later, he kept all the clocks, but he found that life had changed. Because there is no clockwork, people don't know when to do it. The king finally understood this truth and returned all the clockwork collected to everyone. This picture book is suitable for children in large classes. When guiding children to read, they can be guided to know the clock and the half-hour hour on the hour. You can also organize children to discuss what will happen if there is no clock and no time, so that children who are about to go to primary school can initially have a concept of time and understand the importance of punctuality. This story not only improves children's mathematical intelligence, but also develops their social intelligence.
Mr. Matsujuzhi, the father of Japanese painting, said: "Picture books are the best gifts for adults to give their children." In the picture book, children and the protagonist are excited, sad, proud, thinking and cheering together, and their emotions are sublimated in interaction, communication, collision and blending. Let's be the lamplighters for children to read! Guide more children into picture books.