However, in actual teaching, we can easily find that children's interest in literary works is far lower than that in comics and games. Then, how to stimulate children's interest in literature appreciation, after a semester of practice, I think it can be implemented from the following aspects.
First, create a strong literary atmosphere and stimulate children's interest.
Environment is one of the main factors that affect children's physical and mental development. As the saying goes, "It's black when you are near Zhu Zhechi, and it's black when you are near Mexico", and there is a kind word that "Meng Mu moved to three places" in ancient times, all of which show the important role of environmental atmosphere. If you put your child in the "big dye vat" of literature, you are not afraid of not getting a child with some literary flavor. From the perspective of education, creating environmental atmosphere, as a hidden course, has its inestimable role.
1, creating a rich material environment.
(1) Children's physical environment.
Creating a child-friendly environment should fully reflect the characteristics of children, be colorful, lively, full of childlike interest and rich flavor of children's life, so as to attract children's attention, produce * * * sounds and feel interesting.
(2) Artistic material environment.
Mr. Chen Heqin once said: The artistic environment is a means of education. The love of beauty is a child's nature. When children are in a beautiful environment, everything around them will give them strong aesthetic stimulation and artistic edification. For example, let children enjoy the prose poem "A Round Spring", and set a scene in the language area: a green lotus leaf floats in a round pond, a lovely frog squats on it, and a lively fish jumps out of the water, showing the beauty of spring to the fullest, showing it to children and letting them enjoy it, so as to cultivate aesthetic feeling and aesthetic ability, arouse children's touching artistic image of aesthetic feeling and arouse their strong desire for appreciation.
(3) Educational material environment.
The purely decorative layout did have a good time, but its shallow connotation simply could not stand the test of time. However, if we put education first, deliberately infiltrate the characteristics of literariness, and choose some classic stories and poems as themes, we will receive unexpected results. For example, the fairy tale "Moving House" presented on the wall: a turtle has a house with red walls and green tiles on its back, and a lovely little squirrel lives in the house, surrounded by blue sky and blue sea, vast grassland and majestic mountains ... This arrangement is very popular with children, who often point to pictures to tell them. Speaking of happiness, they also laughed and enjoyed themselves. Some children will adapt stories, and inadvertently, their imaginary wings have spread their wings and flown. It can be seen that children have smelled a little literature in such an environmental atmosphere.
Step 2 set the corner of the book
The purpose of setting up a book corner is not to ask children to learn much knowledge from books, nor to make all children "bookworms". Our real intention is to make children like books and read good books. There are good literary works in these books, such as poems, stories and riddles, such as Doll Pictorial and Reading Literacy. Give them some time to read books every day, such as in the morning, before and after meals, and before school. After a long time, they naturally like reading books and learning the works in books.
Second, carefully select all kinds of good literary works to promote children's appreciation interest.
According to the research, providing children with good literary works can promote their all-round development, improve their aesthetic ability and literary accomplishment, dredge their emotions, promote their cognition, promote their language and social communication skills, and promote the development of their thinking, imagination and creativity. However, in the actual teaching process, kindergarten teachers occupy relatively few resources and provide limited literary works for children, many of which carry more social functions. Most of them pay attention to cognition, moral education and behavioral norms, but relatively ignore the beauty of literature, language and consciousness, which leads to children's low interest. Then how to choose good literary works has become a headache for teachers.
1, the language of literary works should be children's language.
The language used in children's literary works should be children's language, and it should be a literary language processed and refined on the basis of children's spoken language. It is characterized by colloquialism, short sentences, easy to understand, vivid images, realistic interest and exaggerated imagination. For example, in the poem "I want to ...", I want to have a long nose when I see an elephant, and I want to shake hands with an elephant with a long nose ... ",animals all have one thing in common, that is, children are the happiest thing. Poetry imagines "I" as the first person and looks at it from the perspective of children. At the same time, if the language is simple and clear, children's interest in reading will be high and the effect will be remarkable. Therefore, if the child's language conforms to the child's psychological characteristics, it is easy for the child to understand and accept. At the same time, in the teaching of children's literature, teachers should first seriously understand the language characteristics of children as children, and use children's language to teach, so as to make the classroom lively and interesting and further cultivate children's interest.
2. The literary works selected for children should be close to children's psychology.
Children's reading psychology and reading interest are different from those of adults. Whether it is theoretical research or personal practice, we can feel that children's way of thinking is different from that of adults. In reading, children pay more attention to whether the image is vivid, whether the story is interesting and whether the plot development is logical. For the purpose of reading, they emphasize leisure rather than knowledge (of course, a lot of knowledge is also included in children's literature). Children get enlightenment from literary books in many ways, so adults should not treat them as "idle books" to prohibit children from reading. Not loving reading is often the main manifestation of not loving learning. Excellent writers of children's literature realize that writing for children is not to impose adults' thoughts and beliefs on children, and the content and structure of the works should conform to and stimulate children's interests. Without interest, there is nothing. Children's literature creation should be as close to children's life and psychology as possible, reflect children's real world and imaginary world, and express children's feelings and wishes. At the same time, when choosing teaching materials, we should follow the principles of education, appropriateness, vividness, classicality, closeness to children's life, profound meaning, beautiful words and easy-to-understand images, and touch all aspects as much as possible.
Third, teachers give guidance purposefully to further deepen the breadth of interest.
Literature appreciation is an elegant aesthetic activity to purify the soul, which can improve children's aesthetic perception. As Gorky said, "Reading good books exercises the feeling of beauty." It's not that children don't like literary works, but because they don't know how to appreciate, their literary appreciation level is still relatively low due to age restrictions. They have the characteristics of emphasizing intuitive feelings, easily obtaining emotional input, being good at fuzzy interpretation and poor ability to distinguish and judge, so their interest is relatively low. Therefore, the correct guidance of teachers is very important.
The course of literary works appreciation is different from other courses, and the guiding methods are also different.
First, the appreciation of literary works is not achieved through children's own operation and exploration, but through the guidance of teachers and the cooperation of children, emphasizing the interaction between teachers and students. For example, the prose poem "Sleeping" is mainly carried out through the combination of background music and intuitive pictures, the recitation of poetry with music, and the expression of image movements. This activity is mainly to let children feel the quiet and beautiful artistic conception of poetry. In the activities, I mainly create light music, soft night background and other material environment, so that children can feel the quiet atmosphere. At the same time, because children's thinking is concrete and unconscious, in the process of activities, I further stimulate children's interest in learning and understand the content of poetry through the combination of intuitive pictures and recitation of music poems. During the activity, I also let the children feel the connotation of poetry and experience the emotion of the work through the performance of the physical movements of the image.
Secondly, the use of video, VCD, tape recorder and other audio-visual AIDS in literature appreciation class will make the images in the works vivid and will receive extraordinary results. For example, in the poem "Games under the Bed", we use VCD. When a bear lying in bed, a bird curled up in a nest and a bug hidden in a cocoon shell appeared on the screen, the children cheered and were deeply attracted by the image in the film. It was very easy to understand this poem. The effect of this class can be imagined, which is incomparable to traditional methods such as looking at pictures and performing scenes.