How to cultivate junior high school students' reading habits

1, I want to read-psychologically guide children to have the desire to read.

Children's unconscious attention is dominant, which determines that the internal driving force for children to understand things is interest. Children learn things they are interested in quickly and remember them firmly. Even if they repeat things they are not interested in many times, they will not leave a deep impression. Therefore, in early reading, it is necessary to make children interested in reading, psychologically guide children to have a desire to read, and cultivate children's reading habits.

(1) Teacher's example guidance.

Children have a strong psychology of respecting teachers and attaching importance to Taoism, and often regard teachers as the closest people and do whatever they say. In real life, what we often hear from children is: our teacher says. Children imitate their respected teachers in their clothes, manners, tone and expression. So I lead my children's love for themselves to love things, and achieve the effect of "love me, love my dog". For example, in order to guide children to watch more TV news programs, I consciously tell them what I saw at the morning meeting; In order to let the children take the initiative to take books from the bookshelf, I also take the initiative to take books from the bookshelf and read them carefully. Sometimes I even invite children to read and talk with me. Under the guidance of my conscious communication, let children feel that watching news and reading books can make them happier and interest will arise. In the long run, watching news and reading books will become something that children often want to do.

(2) Provide diversified reading.

The reading of junior children is the activity process of understanding reading materials through the changes of colors, images and words or through the reading and speaking of adult images. Therefore, what you read in reading is not a "book" in the full sense, but should present diversified characteristics. Colors, images, sounds and even objects. The perceptual materials that children can see, hear and touch can all be children's books. I pay attention to the diversity of subjects when choosing reading content. From children's life to scientific knowledge, from environmental issues to life education, family, friendship, overcoming difficulties and experiencing strange adventures, diversified themes will help children acquire diverse knowledge and diverse emotional experiences. Also pay attention to the diversity of styles. Children read not only fairy tales, but also children's songs and nursery rhymes in this set of picture books, which can expose children to the diversity of languages. In order to let children have a deeper understanding of the reading object, I also use animation to arouse children's reading interest.

(3) well-designed reading space

If you want your child to love reading, you must let him fall in love with the atmosphere of reading before reading. Therefore, I first create a reading atmosphere. For example, the words "Hygiene Corner" and "Math Corner Home" are properly posted in the classroom, and images of children's earnest study are posted in the corner of the book. Animals and plants in natural corners are printed into text cards by computer, which are hung or posted on materials and articles for children to correspond one by one. Words that often appear in reading activities and Chinese characters that are common in life are also made into cards for graphic comparison. Let children be in an environment rich in reading materials, so that children have more opportunities to read, contact materials, and have more opportunities to build feelings with reading. Secondly, I advocate putting books where children can reach them and creating a comfortable, interesting and rich reading situation. Piaget believes that children's development is obtained in the process of interaction between subject and object. The more active the interaction between children and the object environment, the faster the development. Therefore, when I guide my children to read, I should design a reading space for them, so that they can enjoy reading in this reading space, make reading their favorite thing at ordinary times, and make reading their habit forever.

2. I can read-technically ensure that children can read.

Psychological research shows that children are small, flexible and prone to "preconceptions", which is the best time to cultivate good habits, while the habits formed in childhood are relatively firm and difficult to change. In the process of reading research, I found that some children are more interested in turning pages than reading itself. So their reading speed is very fast, and they often finish reading a book as soon as others finish reading it. Other children are only interested in the colorful patterns in the book, so they often show disorder when reading. The reason why this phenomenon occurs is often because children have not really mastered reading methods and developed reading habits. Therefore, when children have established their interest in reading, it is necessary to let them master some reading methods, technically ensure their good reading behavior, and then cultivate their good reading habits.

(1) Make rules and form good habits.

Good rule-making is the primary measure to prevent children from having bad reading behavior. Children with a good sense of rules will have higher reading quality. The difference is that the formulation of children's reading rules is not to formulate written materials of convention nature, but to let children understand in activities and guide memory in practice. For example, in order to let children listen to recorded stories quietly, it is required to carry out the activity of "See whose ears are smart" after listening before listening. In order to guide children to love books and develop good reading habits. Don't talk loudly when reading, so as not to affect others; When you find the book torn, stick it with tape or paste in front of all the children. In addition, I also ask children to pay attention to eye hygiene, keep a certain distance between eyes and books when reading, and teach children to sit correctly when reading. The formulation of good reading rules can make children develop the habit of caring for all kinds of reading materials in reading and create conditions for the formation of a good reading atmosphere.

(2) Teachers' intervention and effective guidance.

Children's reading is characterized by high speed and often only browse pictures. It takes less than two minutes to turn over a book from beginning to end, and they can tell the story in the book, but often they can't say a word. At this time, it is the best way to avoid this phenomenon that I intervene early and instruct my children how to treat a book. I constantly patrol in the process of children's reading, find problems in time and give guidance in time. For example, in guiding children to read books in an orderly way, I let them observe the structure of books and know that each book has a front cover and a back cover. Tell children that books are like houses, with the front door on the front cover and the back door on the back cover. When reading, open the front door first, then go into the small house to read the story, and then close the back door after reading it. With such a vivid reading method, children will not rummage around. When guiding the children to browse, I read books and talk about a page with them. Turn a page and tell where to turn it, so that the children can directly feel the connection between the picture and the story told by the teacher. In the process of guidance, it also provides an example for children to turn over books correctly. The process of teacher intervention is actually the process of establishing children's reading habits. Timely intervention makes children become the object of teachers' constant attention in reading, and some bad behaviors are quickly corrected under the targeted guidance of teachers. Good behavior is constantly accumulating, and finally forms a more systematic reading habit that children can consciously do at ordinary times.

(3) Integrating into reading to improve reading quality.

Children's reading activities are not purely written reading activities. In fact, reading pure written language among children is often accompanied by boredom, which is incompatible with children's psychological characteristics. Integrated reading activity is to combine written language reading with images, sounds and other means, to combine static text reading with dynamic TV and video appreciation, to guide children to choose books, read books and read books, to guide children to ask questions, discuss and think, and to help children connect books with personal experiences. Let children enjoy reading in all directions. Only in this way can children read with quality and truly master reading methods. For example, in Appreciation of Autumn, I arranged for my children to listen to American recitation and play a video about autumn on TV, so that children can really feel the beauty of autumn. After learning The Crow and the Fox, I asked my child, "Who will comment on the characters in the novel? Would you please tell me the most interesting part of this story? " Now the children listened to my question and said, "I like crows." Although they are cunning, they are very clever. " . It will find a way to deal with crows, and then let crows be fooled ... ""Crows are so stupid that they should be fooled by foxes, alas ... "The children talked with relish and talked endlessly. Then, I will let the children continue to make up stories according to their own imagination and tell them to everyone. In these processes, children further realize that reading should not only look, but also think, say and ask. Children's language, imagination, art, personality and other aspects have been developed in integrated reading, and children can also get more happiness in reading. In the long run, this integrated reading method will permeate every reading of children, improve reading quality, and make children's reading habits more optimized and hierarchical. Children will be more proud to say: I can read.

3. I want to read-improve children's reading ability through experience.

If "I want to read" means that children do not take the initiative to read under the guidance of teachers, then "I want to read" means that children consciously take the initiative to read after mastering reading skills and tasting reading results for the first time. This change from "I want to study" to "I want to study" shows that children really like reading and are willing to study. "Want to read" urges children to "want to read more". In this way, children can develop better reading habits in a virtuous circle from "I want to study" to "I want to study" and then to "I want to read more". In reading practice, we find that only by letting children fully experience the fun of reading and feel the joy after reading successfully can children's early reading enthusiasm be higher.

(1) Experience success and enjoy reading.

In the process of reading, I will show the reading content by reading pictures and making up stories, puppet performances, drawing and making up stories, etc. And give children time to perform when commenting, so as to cultivate children's bold character of being brave in performing in groups, help children establish self-confidence and experience the happiness of success. For example, after letting children watch Snow White, I will choose my favorite role to perform for them and guide them to learn the dialogue between roles with expressions. A "Little Meteorologist" competition was held in the class, so that children could go home to listen to the weather forecast every day. The next day, a child was invited to the garden to imitate the meteorologist to forecast today's weather, which not only cultivated the children's ability to care about things around them, but also cultivated their sense of responsibility, improved their language expression ability and enhanced their interest in reading.

(2) Give children a correct evaluation.

In reading activities, the purpose of our evaluation is to pay more attention to children's daily development and guide them to make progress in a better direction. Torrance, a famous psychologist, said: "If we want to promote creativity, we need to provide a friendly and beneficial environment for its vigorous development." . It can be seen that correct evaluation can promote children to develop good early reading habits. In reading, I care and cherish every child, listen carefully, be good at analysis, seize the bright spot of children's thinking in time, affirm, appreciate and motivate them in time, not only evaluate the results of children's reading, but also evaluate their reading attitude, encourage and praise their initiative in reading. For example, "You speak very well and you are so smart", "You really use your head and speak differently from others" and "Think about it, is there a better way?" Wait a minute. For those children who don't do well enough, my evaluation is more encouragement, such as "you can do it." "The teacher believes you." And so on, through positive evaluation, promote children to read more actively.

In short, the cultivation of children's reading habits is an important part of children's reading ability. The cultivation of reading habits requires teachers to guide and educate children seriously and persistently according to their psychological characteristics, so as to get better results.