First, the overall goal of reading:
1, let children love reading literacy, establish a set of reading literacy routines (taking books, turning over books, braising and returning books), and develop good reading habits and the ability to read independently.
2, interested in pictures, can clearly express what is on the picture, what is it.
3. Can read expressive children's songs in Mandarin.
4, like literacy games, independently (or help) successfully identify new words and phrases.
5. In daily life, children can understand and explain common symbols, signs and words, and gradually improve their comprehensive ability of reading comprehension, acceptance, appreciation and expression.
6. Teachers promote children's thinking development by asking questions and expanding vocabulary.
7. Interest, participation and success; Greater interest, more active participation and more success.
Second, all age groups have achieved their goals:
1, Toban (24-36 months):
(1), have the consciousness of fiddling with books, and read books under the guidance of adults.
(2), finger reading pictures, things around, etc.
(3) Master three words in each class. Mastering six words a week and more than 100 words a semester,
2. Small classes:
(1), like reading.
(2), preliminary contact with common symbols.
(3) Be able to turn pages in an orderly way, and point the picture content and text with your fingers.
(4) Learn how to pick and place books and the correct methods.
(5) Be able to recognize words around 10, especially words with their own names.
(6) Master two words and two words in one class. Master 12 words in one week and 252 words in one semester.
3. Middle shift:
(1), like reading and telling stories.
(2) Be able to read independently and carefully.
(3) I like to collect known Chinese characters and ask about Chinese characters I meet in my life.
(4) Be able to read books correctly from front to back and from left to right.
(5), can take the initiative to retell the performance story.
(6) Master three words and two words in one class. Master 16 words a week, 350 words a semester.
4. Large classes:
(1), can accumulate more good words and sentences, and actively transfer and use them.
(2) Describe the picture story in language, write simple and common individual characters and perform the story.
(3) Take an active part in literary activities and take an active part in learning to read.
(4) Understand the listening, master the listening content, and contact the above meaning.
(5) concentrate on reading the same thing and watch it again.
(6) Master four words and two words in one class, 20 words in one week and more than 400 words in one semester.
Early reading: three goals of water teaching;
Teaching objectives
(1) Teach children to read Chinese characters: sea, waves, washing, bathing, sweating, tears, juice and swimming.
(2) Let children know that Chinese characters with the radical "ミ" are all related to water and can make words.
(3) Cultivate children's interest in Chinese characters.
Teaching preparation:
(1) A slide show with Chinese characters such as waves, swimming, bathing, sweating, tears and orange juice.
(2) Children should have a set of operation cards.
3. Teaching emphasis: Understanding and reading Chinese characters related to "ミ". "
4. Teaching difficulties: using Chinese characters related to "ミ" to form words.
5. Teaching process:
Children read Chinese characters by watching slides.
The teacher projected the slides marked with Chinese characters onto the screen and asked the children to observe the Chinese characters beside the screen. The teacher asked: What do these words mean? What does it have to do with pictures? Let the children read the words next to each picture. Please lead the children who know these Chinese characters to the blackboard to read aloud, and introduce their own reading experience with pictures.
Teachers and children read Chinese characters together.
Teachers lead children to know Chinese characters. In the process of recognizing Chinese characters, the teacher pays attention to correcting the child's incorrect pronunciation. After recognizing Chinese characters twice, the teacher points to let the children collectively recognize Chinese characters.
② Teachers organize children to discuss the structural features of these Chinese characters and ask questions:
What are the similarities between these Chinese characters? (Guide the children to say that these Chinese characters have three parts of water, and the composition of each word is related to water. )
What are the structures of these Chinese characters? The teacher helps the children to analyze the structure of words and guide them.