Because of their young age and lack of knowledge and experience, children lack conditioned reflex to rational materials such as language, words and even images. To enable children to read and understand the knowledge in books, we must enrich their perceptual knowledge through various methods and means. Therefore, we usually pay great attention to guiding children to observe the things around them, get familiar with the common sense of life around them, enrich their direct perceptual experience as much as possible, and lay a good foundation for their reading. For example, before children read the short article "The Caterpillar in the Fruit House", they should be guided to observe the growth process of butterflies: caterpillars-pupae-butterflies. Not only let children catch butterflies, but also observe their larvae. Through various personal experiences, children really know that caterpillars are the larvae of butterflies. Through observation and experience, children have gained rich perceptual knowledge and acquired the relevant knowledge of this paper. When reading, children can easily understand and master this story and related knowledge points through the teacher's vivid reading.
Reading environment is very important, it is the basis of reading activities. Reading environment includes two aspects: material environment and spiritual environment. In terms of material environment, it is necessary to provide children with reading books and pictures, a small desk and chair, and it is best to provide children with a special place to put books, so that children's books can be specially stored for reading at any time, which is not only convenient for reading, but also can cultivate children's good behavior habits of caring for and sorting books. Therefore, a book corner is set up in the class to provide large picture books and beautifully bound books, so as to ensure that children can take turns reading freely at a certain time every week and change reading materials every month. There are small picture book shelves in the classroom, tables and chairs in the classroom, doors and windows in the classroom, objects in the activity area, and animals and plants in the natural corner. We all use computers to print word cards and hang them on materials and articles for children to correspond one by one. On the wall and reading corner, words that often appear in reading activities and Chinese characters that are common in life are also made into cards for graphic comparison.
The mental environment mainly refers to the reading atmosphere, which is extremely important for children because of their strong imitation ability. If children's teachers and parents love reading, they often read in front of children. After a long time, children will be impressed and deeply influenced, so that they will like reading and form a good habit of loving reading. For example, a "small stage" exchange activity is held once a month to negotiate with children to make performance props. Children will express their reading through situational performances, storytelling, sketches and stories. Create a relaxed, pleasant and harmonious reading environment for children, let them learn to choose freely and boldly, cultivate independent consciousness and enjoy the happiness of individual freedom.
Second, keep children's good reading mentality.
Children's feelings about something are often influenced by their surroundings. A good reading environment is an essential factor to maintain children's good reading mentality and improve children's reading ability. We let our children concentrate on reading in a quiet, bright and beautiful environment. We often take children to the reading room to read, feel and imitate the reading style of adults; There is a book corner in the class for children to read at any time; Children's books are divided into familiar, unfamiliar and unfamiliar levels to ensure the reading needs of children at different levels.
Third, stimulate children's interest in reading.
Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Stimulating children's interest in reading and establishing reading activities on the basis of interest are the key to guiding reading.
1, reading activities of short books
Children in large classes are particularly interested in writing and symbols. Therefore, when we tell stories and poems, we often combine pictures and words to arouse children's interest and association with books. At the same time, we also let children know that the stories told by teachers are all learned from books, and there is a lot of knowledge in books.
Step 2 communicate with children
Children's behavior is full of emotion and is easily infected by adults. Practice has proved that adults and children can read together, exchange feelings, discuss plots and answer children's questions, which can deepen children's understanding of reading materials, enlighten their thinking, accumulate language and further stimulate children's reading interest.
3. Encourage the operation in reading to provide the possibility for children's subjective development.
A. Picture arrangement activity: Teachers provide children with a group of pictures arranged in disorder, and encourage children to arrange the pictures in order according to the internal logic of the story and their own understanding and analysis on the basis of understanding each picture.
B. Book making activities: Let children try to be small painters and writers, draw the stories they want to tell page by page, or cut out the pictures they need from abandoned books. After dictation, ask the teacher or parents to help them match words, add a front cover and a back cover, and then order a book for peers to introduce and exchange their works with each other.
C. Compilation activity: On the basis of understanding the characteristics of newspapers, let the whole class work together to create a newspaper, and then each group can discuss the compilation freely, so that the children can operate and decide independently from the aspects of newspaper name, content, arrangement, binding and painting.
4. Improve children's interest in writing.
Children who have just started reading can only recognize a small number of Chinese characters by themselves. Therefore, teachers play a very important role in guiding children to pay attention to Chinese characters. If the teacher can provide enough support for difficult Chinese characters, children will naturally notice the familiar Chinese characters and words in the article. They will learn to distinguish "speaking" from "reading". In literacy teaching, we should try our best to choose books and materials with illustrations and vivid images. Illustrated books have vivid characteristics. Vivid visual representation can improve children's reading enthusiasm, stimulate children's interest and emotion, and improve children's interest in literacy, rather than isolated literacy. The combination of literacy in reading and literacy, pictures, texts and characters in games greatly promotes children's understanding and mastery of Chinese characters.
Fourthly, cultivating good reading habits is the basis and premise of keeping children's good reading mentality.
1, take the children to visit the library, feel the quiet atmosphere, understand some library borrowing methods, educate the children not to talk loudly when reading, don't disturb others casually, and praise those who abide by discipline, keep quiet and study hard in time.
2. Pay attention to parents' cooperation in reading, and form a joint force for children's main development.
Children's good habits can only be formed under the supervision and education of teachers and parents. We printed and distributed the parents' information "Guiding Children to Read", described in detail the importance of reading books, and taught parents some correct methods to guide their children to read. Often publish articles about early reading in the "window of home" to guide parents to cooperate with their children's family reading activities; During the parent-teacher conference, parents are allowed to watch their children's reading activities in the park, exchange ideas and listen to their feedback. In addition, parents are often consciously reminded to take their children to bookstores, libraries, reading rooms and other places, where children can not only see more books, but more importantly, feel a strong reading atmosphere, leave a deep impression on children and lay a good psychological foundation for reading activities.
Fifth, help children master the basic skills and methods of reading.
It is very important to teach children reading skills and methods, which is the premise for children to read.
1, learn to read in page order. Because the children in the big class already know the Arabic numerals of 1 ~ 10, we should first teach them to read books in the order of page numbers, so that they can master the reading methods and form habits.
2. Learn to read from left to right and from top to bottom. In the process of reading, children personally feel that books are composed of pages, and stories are read one by one, in order to know the content of stories.
3. Improve children's understanding. Guide children to learn to observe the phenomenon of people and animals in each picture and understand the relationship between the pictures before and after.
4. Help children relate relevant knowledge and experience to current story reading. Children's previous knowledge and experience will affect their present reading comprehension. In fact, children's existing knowledge and experience in reading tasks are not just Chinese characters, words, concepts, knowledge and verbal experience related to the theme. Teachers should always consciously use children's existing experience to promote current learning and understanding. At the same time, create and use various environments, provide various conditions for children, and let children apply their reading experience to new situations. If spring comes, take the children to enjoy the spring scenery outside the garden. In the embrace of nature, let children express their feelings about spring in standardized and accurate language according to their existing experience, and show these feelings in the form of picture books, so as to achieve the purpose of experience transmission.
Sixth, give a flexible evaluation of children's answers.
When there are many possible answers to a question, it is not easy to respond appropriately to children's answers. Many times, the answer in the child's mouth is not what the teacher wants. For example, in the story of "fruit house caterpillar", I asked, "What is the caterpillar doing in the pupa?" Children may answer that they are playing hide-and-seek, but what is it? I think this answer should be accepted as a possible answer. It can be said that they are playing hide-and-seek, and then encourage children to rethink whether there are other possibilities for them to continue thinking, instead of simply saying "yes" or "no" and judging their answers as "good" or "bad". We can regard children's answers as a kind of information, which we can use to adjust our reading guidance. In short, the flexibility of the teacher's answer is very important in reading activities. Teachers should encourage children to think rather than make quick judgments on their answers. The teacher's too decisive judgment will destroy the child's motivation to think, or prevent the child from telling the answer that is still in the exploratory stage. In this way, children may spend time thinking about whether this answer is the correct answer that the teacher wants, rather than thinking about possible answers.
Mr. Chen Heqin said: "After children come into this world, we should create a good reading environment for them as soon as possible, guide them to take the first step, make them know and fall in love with books, and then step into the sea of books and regard them as lifelong partners and mentors." Reading ability and reading habits must be cultivated from an early age, so that children can adapt to the second signal system environment composed of language, characters and images as soon as possible, improve their reading ability, and gradually reach the state of independent reading, laying a solid foundation for children to enter primary school, acquire knowledge and increase their wisdom. In practice, I think the cultivation of children's reading ability, as an important part of "connecting children", has its own laws and characteristics. We must proceed from the actual situation in the initial education stage and pay attention to gradual progress. As long as teachers enhance their training awareness, seek truth from facts and pay attention to the content and form of reading activities, children's reading interests, methods and habits can be cultivated and their reading ability can be improved.