Four examples of observation records in the reading area for large classes

#parent-child education# Introduction Careful observation and analysis of children's behavior in games can help teachers understand children's cognitive and social development and other information, and then adopt effective guidance strategies to help children solve problems Questions, experience, and progress. So, how should teachers make good observation records? Today, None recommends four sample observation records for large class reading areas for you. Everyone is welcome to refer to them.

Sample 1 of Observation Record in the Reading Area of ??the Large Class

Child Hongyao has an average oral expression ability in our class. He has a certain vocabulary and can basically express himself using appropriate words and sentences. However, Not interested in reading books. He transferred to us from another kindergarten at the beginning of this year. This child doesn't like reading very much and never flips through books. This morning, he came very early. After putting away his schoolbag, he moved his stool to the library area. He randomly picked up a book called "Eggs and Egg Nests" from the bookshelf. He turned to the first page and read it, then to the second page. When he turned to the last page, he said to himself: "I've finished reading. "Then he flipped through a few more pages, closed the book, put it on the bookshelf, took another book and flipped through it casually.

Analysis:

Under the guidance of young children with strong reading ability, Hongyao children have developed preliminary reading awareness. They can start reading from the first page and know the simple order of reading. The role awareness of children has been strengthened, and they can freely arrange roles for reading activities. However, children’s understanding of the pictures in the book is still very simple. They are limited to looking at the content of a single page and cannot combine the contents of the entire book; in addition, children have I am interested in reading, but I cannot finish reading a book continuously.

Educational strategies:

Through this young child’s reading habit, as teachers, we must first cultivate his interest. Let him try reading for fun. Teachers strive to become friends with children and gain their trust.

Top 2 Reading Area Observation Record Sample 2

This morning Hongyao took the initiative to pick up a book "Ocean Giants" from the bookshelf. He read it carefully from the first page I got up, and after reading four or five pages, I stopped, as if thinking about something. He frowned tightly, then went to Gu Yicheng with the book and said, "You brought this book. Can you tell me who this ocean giant is? Is he a marine animal in the world? So big Do animals eat people?" Gu Yicheng put away his book and quickly sat next to Hongyao and explained to him page by page. The two children talked while talking: "Oh, I remembered it. , I saw this ocean giant on the TV show "Animal World". He is a whale. "Yes, he is a blue whale, a marine animal in the world. He is 30 meters long and weighs 150 pounds, which is equivalent to 22 big whales. The weight of an elephant. Although it lives in the ocean, it is not a fish. It is a mammal. Whales are docile marine animals. They do not eat humans, but eat fish and shrimps in the ocean." Watching them talk with gusto, they both spent the entire activity area reading this book. From time to time, children join their team and look through the books they brought. This is the book Ji Junhao has been reading for so long at a time.

Analysis:

Through the dialogue between these two children, I carried out the "Hometown Parent-child Reading Cooperation Action" based on the reading activities in my class's kindergarten. Our book area re-stocks interesting books brought by children every half month. Each child can bring books from home to the kindergarten, because he is more familiar with the story content in the books at home. Mom and dad have told them many times. When brought to the kindergarten, the children themselves become little teachers for their friends, telling everyone and helping them. Everyone reads, which will be of great benefit to children with books and all children. In the process of children's mutual communication, language expression ability and logical thinking level will be improved accordingly, and we can also see the content that children are interested in. Familiar storylines are still the prerequisite and opportunity for them to take the initiative to read.

Measures:

1. Continue to enrich the number of book areas and expand the number and scope of books.

2. Encourage more children to tell the whole class about the books they brought.

3. Home cooperation will persist in this good method.

Effect:

After one semester of observation, I found that Hongyao’s children have made great progress, from not liking reading books to liking reading books. More importantly, I am interested in the content of the book. Sartre said, "Reading is the dream of freedom." Reading is a free and wise spiritual life. We should allow children to enjoy a noble spiritual life through free and enjoyable reading. Therefore, it is the responsibility of our teachers to create a good reading environment and a relaxed atmosphere for young children.

The age characteristics of children determine their interests and hobbies. In daily activities, I pay attention to the content of children’s reading books (the children bring their own), collect the books that children like to read, and ask the children to talk about the books. content, and ask peers to supplement it. On this basis, ask the children to think, "Why can some children tell a complete story, while some children cannot tell a story?" After the children expressed their opinions, I told When young children read a book, they must read the book completely. The front and back are connected together. If any page is missing, a good story cannot be told. The children seem to understand that when reading a book, they do not just glance at it, but read it carefully page by page.

Reading is not only visual, but also auditory, spoken, and even tactile. Therefore, cultivating early reading in children from an early age can help children develop good reading habits, which can lay a good and solid foundation for formal reading in the future.

Sample 3 of observation records in the reading area of ??the upper class

Observation records:

Zihao came to the library area and happily picked up "Five Little Peas" from the beginning He read it carefully. After reading three pages, he began to frown. Then he took the book to Zi Hao and said, "You brought this book. Can you tell me about it? I'll read it." After reading half of it, I couldn't understand it." Zihao collected his work materials and went to the library area to explain to Zihao page by page. The two of them talked while talking: "Yes, Little Peas grew up in Beijing. "In the small garden," "Yes, the fifth little pea also bloomed at last." The two of them were reading this book during the entire area activity time.

Observation and analysis:

1. According to the children’s reading level, the library area often has interesting books brought by the children.

2. Children who bring books from home are more familiar with the content of the story. Their parents have told them many times. When they are brought to kindergarten, the children themselves become little teachers for their friends, telling everyone and helping them. Everyone reads, which will be of great benefit to children with books and all children. In the process of children's mutual communication, language expression ability and logical thinking level will be improved accordingly, and we can also see the content that children are interested in. Familiar storylines are still the prerequisite and opportunity for them to take the initiative to read.

Measures to be taken:

1. Teachers should also focus on selecting books and narrating them to children so that children can understand the content of the books.

2. Encourage children who bring books to tell the story to the whole class or to children in need.

3. Communicate and cooperate with parents to stick to this good method.

Achieve results:

Children are very involved in the whole process. Children’s independent reading not only develops language expression skills, but also enhances children’s communication skills. Children should be encouraged to do more main reading activity.

Reading is the basic way for people to obtain knowledge and information. Reading ability is the basis of any learning. Every knowledge begins with reading books. For young children, reading is not only visual, but also auditory, oral, and even tactile. As long as it is related to reading, the child's multi-faceted development will occur.

Sample 4 of observation records in the reading area for large classes

Objective purpose: to observe the performance of children in the reading area.

Observation goal: Observe and record children’s reading behavior towards newly released books.

Observation record:

Zixiang came to the reading area, stood in front of the bookshelf, touched the covers of the books one by one, and muttered words, as if he was telling the names of the books. He selected the newly released "Diary of an Earthworm" and read it carefully from the first page. He pointed at the illustrations with his fingers to tell the story, and danced excitedly when he saw the earthworm wearing a hat and holding a pen.

When Tang Zixiang saw the fourth page, he frowned, looked at me, then looked at the book, and then said to Zihan beside him: "Zihan, did you bring this book?" Zihan read it. Shaking his head, Zixiang said, "I don't know how to talk about this. Just tell it to me." Zihan looked at the book and said, "This is too simple, but wait a minute." After that, she continued to play with her word cards. Zixiang had no choice but to continue reading the next content, with a disappointed expression on his face, and he began to feel a little unable to sit still. Two minutes later, he shook Zihan again and said, "I'll tell you the first part first, and you can tell me the second part." Zihan was very happy this time, and put down the word card in his hand and held it with Zixiang. The book started to talk page by page. They kept reading the book for the next time, laughing from time to time and showing high interest.

Analysis and evaluation:

Zixiang’s mother often takes him to the children’s library to borrow books and tells them to him when he gets home. The child is also more interested in reading. , usually listens to the teacher’s stories very attentively, and also likes to read and talk while holding a book, so he took the initiative to choose the reading area during regional activities. When he felt that he couldn't go on talking, he did not give up, but took the initiative to seek help, which showed his persistent interest in the book. Zihan finally accepted Zixiang's invitation to read together. In the process of telling stories, language expression skills and communication skills have been improved accordingly.

Support strategies:

1. You can focus on selecting books that children are interested in and telling them about them, so that children can understand the content of the books.

2. Encourage Zixiang to tell his favorite stories to the whole class or to children in need.