How to Cultivate Reading Habits of Children in Large Classes

Early reading is "the foundation of lifelong learning and the soul of basic education". In the face of a highly information-based knowledge-based society, people are increasingly aware that reading is an essential ability for a person. For children living in the age of lifelong learning, reading is the basis of their learning. At present, researchers have found that 3-8 years old is a critical period for the development of reading ability. During this period, children need to cultivate active reading interest, good reading habits and independent reading ability. Children in big classes like reading books and stories very much, and they have a desire to read. It is very important to cultivate children to develop good reading habits. This is not only conducive to the development of children's reading habits, but also conducive to cultivating children's good habits of caring for books. First, stimulate children's interest in reading. 1. Create a good reading environment and stimulate children's reading interest. Chomsky believes that environment can produce stimulating effect and shaping effect. First of all, we should provide a good reading environment for children. Reading environment includes material environment and spiritual environment. In terms of material environment, it is necessary to provide children with a comfortable, interesting and rich reading environment, stimulate their interest in independent reading and help them establish reading habits. You can build a corner or bookshelf for children in the classroom. According to the age characteristics and cognitive level of large class children, provide a variety of rich children's books. The children in the big class are slowly moving from the picture-reading stage to the word-reading stage. You can put some illustrated story books, three-character classics, catchy children's songs, story literacy and other books in the corner. In order to promote children's development in many aspects, children can also choose a variety of reading materials. For example, books with the theme of interpersonal relationship let children know the skills of getting along with others in kindergarten; Books with obvious time sequence relationships let children understand abstract time concepts such as today, tomorrow, future and past; Books with good and evil characters can help children form their initial moral consciousness, and so on. These books can be obtained through various channels. At the same time, we should pay attention to the interesting, dramatic and literary nature of books and change them regularly. The wall of the classroom is also a resource that cannot be ignored. Set some interesting theme walls on the walls, change the pictures in time according to the changes of seasons and environment, and match them with simple text descriptions. Provide books and simple text introductions to show animals and plants in natural corners; Provide literacy cards, literacy game pictures, etc. In the desktop toy area. "Let every wall speak and every space educate people." The children were there, full of curiosity and interest. If children see the sign of "saving water" next to the pool in the bathroom, they will not waste any more water, thus stimulating children's enthusiasm for perceiving and understanding Chinese characters and their desire to actively explore Chinese characters, which is conducive to the cultivation of children's reading interest. The spiritual environment mainly refers to the reading atmosphere, which is especially important for children. Children's words and deeds mostly come from imitation, and a good reading environment has a subtle influence on children. Arrange a free reading time when you enter the park every morning, and children can freely choose books to read. Before leaving the park in the afternoon, read a story collectively and tell it to your parents when you get home. Children live in a group that likes reading, and he naturally likes reading. 2. Use a variety of reading forms to stimulate children's reading interest. Reading experience, observation and understanding, story performance, plot creation, game adaptation, independent reading, combination of speaking and doing, discussion and communication can be used in teaching. Guiding children to carry out reading activities and randomly guiding them according to their different situations can often achieve the best results. Children in large classes can read independently and encourage them to ask questions about problems found in reading, thus improving their reading ability. Carrying out various competitions and small activities can also exercise children's ability well. For example, carry out activities such as "news broadcast station", "small weather forecaster" and "I am the king of stories". These activities not only exercise children's reading ability, but also make them invisibly broaden their "tentacles" to the outside world and make them pay more attention to the outside world. These are all indispensable abilities for children to stand on the society in the future. Different children have different levels of intellectual development, and some children may perform well in early reading; Some children like reading, and their imagination is extremely rich, but their expressive power is not enough; Some children's bad reading habits affect their reading level. Group children according to the principle of combining ability and strength, organize them to read in groups, let the children with strong ability take the lead, the children with strong ability can get exercise by explaining to other children, and the children with relatively poor ability can also learn knowledge from classmates' lectures. Through proper guidance, children's collective reading ability will eventually be improved, and their individual reading ability will also be improved to varying degrees. The great scientist Einstein said, "Interest is the best teacher." When children are interested in reading, they will actively participate in activities, thus promoting the cultivation of independent reading ability. In reading activities, teachers try their best to create operating conditions for children by integrating reading activities, inspiring and encouraging children to express themselves in multiple languages. Encourage children to take the initiative and speak. After each group reading, teachers can provide time and conditions for children to freely choose "language" to express, so that children can reproduce the language information received in reading to corresponding activities, so that children can have a sense of success and stimulate their interest in further learning. Second, teach children the correct reading methods and develop good reading habits. When reading a book, children often turn to the pages with story lines and illustrations. Sometimes if you are not interested, you will suddenly turn to the middle and turn back to the front, and you don't know what you see. In view of this situation, the activity of "I read with my brother and sister" was carried out among the large class children in primary schools. During the activity, the children visited the reading room of their first-grade brothers and sisters and learned how their brothers and sisters read books. Through these activities, children not only learned how to read and how to classify books, but also boldly told others to share the joy of reading. In reading, we should also guide children to develop good habits such as putting books back after reading, not folding, not grasping, not tearing, not doodling on them. Gradually, children have mastered the basic skills of reading, and then we put forward higher requirements, such as asking questions before reading, so that children can consciously study with the psychology of seeking answers. Over time, children's reading ability will continue to develop. Third, cultivate good habits in various ways 1. Cultivate children's listening and speaking ability in reading, such as holding a short story meeting ten minutes after morning exercise every day, telling children's favorite fairy tales, and guiding children to enter a good learning state one day. For example, Thumbelina, Snow White and the Seven Dwarfs, Fox and Crow, and the story of carp fish. In one vivid story, one vivid image deeply attracts children and touches their hearts. When telling a story, the children will lean gently against the teacher, and they will hold their breath and listen attentively. After the story is finished, other children should evaluate "who do you like best in the story?" Why? " This inevitably requires children to listen purposefully. Under such guidance, children cultivate the ability to analyze and evaluate what they hear when listening. When children listen to stories, they will also get a sense of satisfaction and gradually understand the effect of using this visual language. Children are people living in society, and their language development includes adaptation, understanding and application of multiple languages. Help children use appropriate language to communicate with others when listening to stories and feeling the characters in their works. Therefore, teachers should create a relaxed and free creative atmosphere and encourage children to dare to think, speak and do in the process of listening to stories. 2. Stimulate children's creative thinking in reading, copy, continue to write, adapt and write stories, stimulate children's imagination and train children's fluency and flexibility in thinking. For example, reading the story "Celebration of Digital Kingdom", Digital King asked digital babies to find as many friends as they did to attend the celebration. Digital Baby 1~ 10 found as many friends as they did. Let the children discuss: then I'll give you some figures. Can you help them find friends? Then copy it. For example, in the teaching activities of the sequel to the story "Pony Crossing the River", in order to cultivate children's divergent thinking, before the sequel, I asked the children such an open question: "There is something on the pony's back to cross the river. What will he bring this time? " These two interesting questions lead children to actively observe the picture, analyze and think, and then speculate on the possibilities of the pony crossing the river. In the activity, children imagine themselves participating, and draw a variety of results according to their own life experience and cognitive level. In this process, children's thinking is active, positive and enthusiastic, broadening their thinking and exploring various methods to solve problems, showing great creativity and flexibility. After listening to the story of "the tortoise and the rabbit race", we started a story-telling competition with the theme of "the sports meeting in the forest". The children adapted the story and told the story of "Bear and Little Turtle Race", "Big White Goose and Little Turtle Race" and "Snail Race". In addition, provide children with pictures and ask them to make up the ending of the story according to the pictures. The more bizarre, the better. Let children continue to edit the ending of the story and tell free puzzles, give full play to their imagination and creativity, and promote the development of children's divergent thinking. 3. Make preparations for children's cohesion and cultivate children's pre-reading and pre-writing abilities. "Kindergarten Syllabus" clearly puts the requirements of children's early reading into the target system of Chinese education, and proposes to "stimulate children's interest in reading and writing with calligraphy and painting, and cultivate children's pre-reading and pre-writing skills". In reading, the rich images and touching plots of the story are deeply imprinted in the children's minds. After telling the story, the teacher can guide the children to draw the story. Encourage children to draw pictures of stories they have heard, bind them into volumes, tell them to teachers and peers, or put them in the corner of the book for everyone to read and appreciate. It can also guide you to draw a page-by-page picture of what you want to say, stick it on a piece of white paper, draw the background with your imagination, and finally create a story, so that children can try to be small painters and writers. The story you want to say will be accompanied by words by their oral teachers or parents, with a back cover and a cover, and bound into a book. In the game activities, peers can introduce and exchange their works with each other. For example, combined with this week's educational theme "Merry Christmas", children listened to Christmas stories and picked up brushes to create paintings. The picture shows Santa Claus giving gifts to the little boy, so that the little boy can spend Christmas and the family can live a happy life. Finally, every child's painting was posted on the theme wall, and the teacher wrote the theme of "Merry Christmas" on the theme wall. Write "Santa Claus" next to Santa Claus, so that children can read and tell stories freely when they are in regional activities. Good habits benefit him for life. Creating a good reading environment for children and cultivating their early reading ability play an important role in their growth. Let children grow up happily in reading!