1. Step-by-step reading
(1) Teacher's model reading: The teacher reads aloud with a natural voice and the children are immersed in reading. They have a role model to imitate. Then, the teacher reads aloud, and the children read it again in a low voice; the teachers and students' voices are equally loud, and the children's voices are louder, and the teacher only reminds individual words. With the help of the teacher, children can complete the reading independently.
(2) Reading aloud and reading by pointing: It is a very important task to teach children how to read. After reading once, use pointing reading to help the children in lower grades establish reading habits and improve their concentration.
"When children use their little fingers to point to the words on the book to read, their hands, eyes, mouths, and brains are involved in learning at the same time. Due to the pointing of their fingers, their attention is focused on each new word. . In this way, the children will have a much deeper impression of the new words than simply looking at them with their eyes."
(3) Dual reading: The teacher demonstrates the reading between the teacher and the students to reduce the difficulty of the children's practice. After you are familiar with the method of reading in pairs, you can start to read in groups, and incorporate the children's joyful laughter into the questions and answers.
2. Changing reading methods
There is only one way to read, and children who like the new and dislike the old will soon find it boring. At this time, the teacher should guide the children to change their reading methods -
(1) Changes in movements: Practice has shown that by adding movements when reciting nursery rhymes, children can memorize nursery rhymes faster and more deeply. Finger chanting is an educational activity that children like very much. It not only focuses their attention, but also arouses their enthusiasm for learning. Teacher Kong Xiaoyan’s class is not limited to finger movements, but has been upgraded to reading by clapping hands, clapping shoulders, clapping the table, stamping feet, and reading with hands on hips. Two classmates clapped their hands to each other while reading... Looking at the words, it was like hearing the clapping sound coming from the lively classroom. Through the constantly changing movements, the children learned the nursery rhymes unconsciously, and they were not tired at all. On the contrary, they were super happy and impressed.
(2) Rhythm changes: The compact rhythm highlights the characteristics of the things to be told, and the long words emphasize again. According to different expression purposes, the rhythm of children's songs can be changed, and those profound meanings and The feeling is vividly displayed in the reading again and again.
(3) Changes in content: Add lining words to children's songs. Adding lining words breaks the original structure, makes the children's songs lively and lively, increases the charm and vitality of the nursery rhymes, and makes them more interesting.
For example, "Cucumbers are short, loofahs are long, watermelons are round, and winter melons are fat;" you can add lining words to become "cucumbers are short, loofahs are long, watermelons are far away, and winter melons are fat;" you can also Repeat on the original basis, such as "cucumber is short, luffa is long, watermelon is round, winter melon is fat;" the pronunciation is regular and rich, light and cheerful.
(4) Changes in the classroom: Children’s songs can not only be recited, but also performed. The rich content gives children room to play, and the self-created movements show unique understanding and give new vitality to the children's songs.
"The twelve children looked around imitating the thief-like behavior of mice. Sometimes they threw their hands behind their backs to show how loud the tiger roared. Sometimes they stood on tiptoes and swayed their bodies like leaves in the wind... …”
3. Pay attention to the status of each child
(1) Stimulate interest: Ask a question and issue an invitation with a slightly raised tone, and you will definitely receive a unanimous answer and excitement of interest.
(2) Go up a gentle slope: Instead of giving children difficult tasks at the beginning, they go up a gentle slope, from easy to difficult. Model reading, guided reading, and independent reading. The selection of texts also tests the teacher’s experience and carefulness.
In the process of repetition, they have gone from not understanding it to being able to use it freely, their abilities have improved, their confidence has increased, and their concentration in doing things has increased.
(3) Ignite enthusiasm: The ever-changing reading mode turns reading into a game. Clap your hands, bang the table, and ignite your children’s enthusiasm with sounds and rhythms.
(4) Engagement: “Every child’s eyes are fixed on the book, for fear of mispronounced a word. Many children unconsciously make various movements while reading. Or follow nursery rhymes Nodding in rhythm, or trembling slightly up and down while reviewing the questions, like a plant trying to take root. Others swing forward, as if trying to 'rush' into the book. "Who wouldn't be interested in this kind of thing? Will you fall in love with Chinese?
4. Practice:
I couldn’t put it down after reading it. When I was interested, I read out the interesting nursery rhymes. At this time, my four-year-old daughter was attracted and asked I read it a second time, then grabbed the book and read it a third time, and then I could read on my own.
I read "I'm not afraid when the big dog comes, I'll call the old wolf." Yesterday, I was very happy about this song, and I will recite it soon. Today, I suddenly wanted her to change the content. I said: "I'm not afraid of bugs." She thought for a while and answered: "I'll call the frog." Later, we changed to "bird" and answered Published a longer poem, "I am not afraid when the bug comes, I call the bird; I am not afraid when the bird comes, I call the kitten; I am not afraid when the kitten comes, I call the master; the master I'm not afraid when grandpa comes, because she is my mother." Later she made a modified version: "I'm not afraid when grandpa comes, I'll call grandma.
"I'm not afraid when mom comes, I'll call grandma" etc., the almighty grandma is suitable for all occasions.
No need to explain, because you read it, you understand it, and you change it because you understand it.
It is not a single nursery rhyme that opens up interest. Only continuous and immersive teaching can continue to have an effect on children, allowing interest to sprout and life to grow!