Yuanyuan is not the kind of child prodigy who can know thousands of words at the age of two or three. I never deliberately taught her to read, nor did I make her a literacy card. But just after her sixth birthday, more than half a year before going to primary school, she gave us a surprise-suddenly knowing so many words! She stopped pestering me to tell her stories. A little man actually took a book by himself, which looked passable and read it with relish. I took a new Mickey Mouse magazine and asked her to read it to me. She really saw it. I don't know. I sincerely praise my daughter for her good study. For the first time, she realized the pleasure of reading brought by literacy, and her interest in reading alone became stronger and stronger. Through reading, I know many new words. This virtuous circle has made Yuanyuan's literacy increase sharply. Even a few months later, when she was in the first grade of primary school, reading Chinese textbooks was a piece of cake for her. I remember that on her first day as a pupil, she carried a school bag and textbook. When I got home, I took out the new books one by one and put them on the dining table, full of excitement. Dad found an old calendar and gave her a local book cover. She sat next to her father and read the Chinese book from beginning to end with great interest. Listening to the sound of her reading aloud, I am very pleased to know that my daughter has easily passed the "literacy barrier" that all primary school students have to face unconsciously. When Yuanyuan first entered primary school, her literacy and reading ability could reach the level of a third-grade child. It looks like a small "miracle", which makes the teacher sigh and surprise me. But I know very well in my heart that Yuan Yuan is a very ordinary child. She suddenly knew so many words in a short time. In fact, it is a very simple and natural process, and it is the necessity of quantitative change to qualitative change. The occurrence of this phenomenon ultimately benefits from education and is the result of a correct educational method implemented by parents intentionally or unintentionally. I want to talk about my practice here, in order to make more children study as early as Yuanyuan. This is not only meaningful for children in preschool or primary school literacy stage, but also may have a far-reaching impact on his lifelong learning. My practice is actually very simple, that is, from the first time I picked up a book and told her a story, I didn't "talk" but "read". That is, don't translate the story into spoken language or "children's language", but read it to her word by word according to the words in the book. I think, for a child as pure as a blank sheet of paper, any vocabulary is brand new to him. What we think of as "popular" or "unpopular" is actually the same to him. "Wolf walks slowly" and "Wolf walks slowly" are not more difficult for children who just learn to speak. He accepted what we first instilled in him. Some parents tell stories to their children for fear that they won't understand them. There is no need to turn written language into popular spoken language. Just as a person who speaks Chinese from novels will have difficulty in facing English, a child who has listened to English since childhood will never find it difficult to listen to English. So don't worry, children are naturally curious about everything, and it is equally attractive for him to "read" or "speak". I told Yuanyuan a story before she was one year old. I don't know if Yuanyuan understood it when I first read it to her, but every time I read it to her, she was fascinated and her bright eyes were full of joy. The book I bought for her was read repeatedly by us. Every time I point to it word by word, I start talking to Yuanyuan. I can recite every story my mother tells, and I often pretend to be reading. I clearly remember that when Yuan Yuan was one year old and eight months old, his father's colleagues came to visit him. Yuan Yuan stood beside his uncle and told himself stories, reading Ugly Duckling with great devotion. Pointing at the words on the book with her little hand, she read word by word: "The duckling walked listlessly to the river alone …" She turned the pages and read almost word by word. Uncle was very surprised. He thought she could read. I smiled and said, no, she memorized everything I read to her. She certainly had no concept of words at that time. It is estimated that she doesn't know what the mumbling in her mouth has to do with what her fingers refer to, but she is mechanically imitating her mother's voice and movements when telling stories. In this way, I have been telling stories to Yuan Yuan in the form of "reading", paying attention to both voice and emotion. As she grew up, I found that replacing "speaking" with "reading" did not affect her understanding at all, but also enriched her language vocabulary. She can always find the right words to express herself. Few children want to express themselves but don't know how to say them, or the words don't convey the meaning. And in the process, she began to know some words, which made me believe in the benefits of "reading". So I went one step further and read word by word, pointing to me. I looked where she pointed. Gradually, Yuanyuan understood the function of words and linked the story with words. In her eyes, words are not empty and boring at all, words have content, words are stories, and they are interesting and vivid. At the same time, when we take her to public places, we always lose no time to show her some words. For example, at the railway station, I read "No Smoking" to her and told her that there are many people here and the air is not good. This sign tells everyone not to smoke here; Look at the signs together when visiting the zoo, and then we find the animals we want to see; When I entered the department store, I first looked at the shopping guide sign and went straight to the floor I was going to. Over time, Yuanyuan has developed a habit of wanting to read words when she sees them. Every time I take her by bus, she will keep looking at the store names and billboards on both sides of the road and ask me if I can read. I always look at those signs with her happily, read some interesting store names, and we will talk together. I didn't count how many words Yuan Yuan knew when. According to my impression, all the words she knew before she was five years old were scattered. She can't read by herself, so I always tell her. After the age of five, in a very short period of time-perhaps due to some accidental factors, such as she asked her mother to tell stories, but her mother said she didn't have time, so you read it yourself first, so she began to read books by herself. She was so curious about the contents of the book that she couldn't care less about the unfamiliarity of the text. She swallowed it in one gulp and her curiosity was satisfied. I praised her for knowing so many words in time, read books by herself, and then read the words she didn't know, and the story was absorbed by her-she got great pleasure from completely personalized reading, and she was a little overwhelmed from then on. The more books she reads, the more words she knows. After Yuan Yuan entered the second grade of primary school, his reading ability was equivalent to that of middle school students. While most students in the class are still focusing on learning new words, she has started reading novels one by one. Of course, she often mispronounced words, so that we nicknamed her "the king of white words". I reminded her to ask her parents when she met words she didn't know. Because she really wanted to read the story, she didn't ask us about the words that didn't affect her understanding, and we didn't care, so we went with her. In fact, if you read too much, many "white characters" will naturally be solved. By the time she graduated from Yuan Yuan 10 primary school, she had read all Jin Yong's martial arts novels, including fourteen * * * about thirty or forty books; Zheng series fairy tales; In addition, there are foreign classics such as Jane Eyre and Robinson Crusoe and China's classic Dream of Red Mansions, as well as countless other scattered children's literature books and various newspapers and magazines. Because Yuan Yuan has read a lot of books and has a strong understanding, he is also excellent in other subjects, and his study is always easy. She finished the second grade of primary school and went straight to the fourth grade. She is still one of the best students in the class. She is the youngest in the class, but her maturity and understanding level seem to be several years older than her actual age. When Yuan Yuan was in the fourth grade of primary school, I bought her a children's edition of A General History of China with vertical traditional Chinese characters. It's in hexadecimal format, about an inch thick. We often take time to read books together because she doesn't know traditional Chinese characters. At first, I pointed at her word for word. In the middle of the book, traditional Chinese characters are basically not a problem for her, and she finished the second half by herself. Now she reads some Chinese materials published in Hongkong, Taiwan Province and overseas, which is very convenient. At the National People's Congress held in 2008, a representative suggested that primary school students learn traditional Chinese characters, and many media reported this suggestion. The representative's idea is very good, but I am worried that if this idea is put into school teaching and children are allowed to learn traditional Chinese characters with the current conventional literacy methods, primary school students will really be exhausted. At present, primary school students have a heavy academic burden, which is not only caused by too many "extracurricular classes", but also by incorrect teaching methods. The way for children to learn Chinese characters is basically limited to the text. Each new word often has to be written ten or twenty times and recognized in isolation, which makes children work hard but has little effect. When writing traditional Chinese characters, writing simplified Chinese characters still makes children very worried ... children will definitely oppose this proposal when they know it. Traditional Chinese characters are not impossible to learn. The most important thing is how to learn them easily. In the round of education, I deeply realized that it is a very effective educational method to integrate learning new words into daily life based on a lot of reading. Not only are children easy to learn, but adults are also easy to get twice the result with half the effort. Every time I see some parents proudly claim how many words or English words their preschool children have learned, and his method is to make many cards or paste English words all over the room, I am always a little worried. Is it okay? There are also many "early education institutions". What they call "early education" is actually to let children know some words or letters and words. There may be some tricks in the learning process, some of which act as letters, and some of which shout out a syllable together, the essence of which is to learn words in isolation. I wonder, is such a course meaningful to children? Ausubel, a famous American psychologist, made the most important contribution to educational psychology by proposing "meaningful learning", which is an opposite concept to "mechanical learning". His important conclusion is that meaningful learning is valuable. According to his theory, meaningless syllables and paired adjectives can only be learned mechanically, because such materials can't establish substantive connection with any existing concepts in human cognitive structure, and such learning is completely mechanical learning. So, a few days before inefficient study, I read a news in the newspaper that a four-year-old child can know 2000 Chinese characters. It turned out that his grandfather posted words all over the room and let the children recognize them every day. Everyone who learns a foreign language knows that memorizing words in isolation will soon forget them, but learning words in context will have a good effect. Therefore, it is very bad for a child to recognize many words but not concentrate on reading. Cutting off literacy and reading may destroy children's interest and confidence in literacy early. If you show off in your study, that's the worst. I'm afraid you're just making a beautiful soap bubble. Rousseau said: "People take great pains to find the best way to teach reading and writing. Some people invented spelling cards and word cards, and some people turned children's rooms into printing houses. What a pity!