How to create a reading environment and make reading activities happy?

(1) soft environment: the new interesting soft environment can be understood as a relaxed, warm and comfortable reading space, such as arranging the reading area into a fairy tale hut, bookstore and other warm areas; Put some plush animal toys that middle school students like to give them hugs, kisses, looks and talks; Provide some cushions and cushions for children to sit or lean on at will. The whole reading area presents a kind of softness, freedom and comfort, and reading becomes natural and comfortable. Soft also needs safe materials and space. Books and the surrounding environment should conform to children's safety psychology. For example, it is more appropriate to choose a quiet corner near the light source and try to avoid being adjacent to the noisy music area. In such an environment, it is easy for children to form a new interest in books. They want to experience it in such a comfortable environment, so they have the desire to read books. Middle-class children are in a sensitive period of language development. Reading is a critical period, and they never understand or learn to read. We should grasp the children's high enthusiasm and interest in books during this period. Such as teachers' attitude, the relationship between teachers and children, the relationship between children and parents, interpersonal environment, that is, psychological environment, all of which can have a positive impact on children's behavior and stimulate children's interest and desire in reading, which is a good psychological foundation for children to enjoy reading. For example, when children are about to abandon books to find other fun, teachers give timely encouragement and guidance so that children can continue reading; For another example, teachers read with children appropriately, with a gentle attitude, and add some adjectives and onomatopoeia according to the plot of the book to attract children's attention, so that children can hear clearly, understand, love to listen and talk, and imitate teachers. In reading, teachers give children correct guidance and knowledge infiltration, and stimulate children's desire to read and express. Children's peers are good friends and learners of reading. They can read or listen to someone together, which can effectively promote their communication and mutual learning. In this way, children will be psychologically interested in reading, psychologically dependent on books, and look forward to the next reading activity. The soft environment is not only comfortable and pleasant in space, but also relaxed and positive in psychology. The two complement each other, * * * stimulates children's new interest in reading, makes children like books continuously rather than temporarily, and positive emotional experiences sprout constantly, and happy reading begins. (2) Shuxiang Garden, the premise that children like to read happily is that they have books. The books in the garden or reading area have not yet given off fragrance. How can we attract children to read? Therefore, how middle school students choose books is very important. Compared with adults or large class children, middle class children have short attention span, unstable intentional attention and limited understanding ability, but they have made a lot of progress than small class children. Therefore, when selecting books, the picture images are clear and colorful, and the page numbers can be continuously increased. For example, in the middle class, it was about 10-20 pages last semester, and it will gradually increase to about 20-30 pages next semester. Individual children with strong reading ability can increase the difficulty appropriately. Compared with small classes, the relationship between people on one page can increase the difficulty. From a single page to two or three pages, children will feel more challenging and more willing to read. For example, Baby World and Oriental Baby are more suitable for small classes, while Children's Intelligence World, The Great Maze and children's books are more suitable for middle-class children to read. Most kindergartens don't have a library, so they are short of book resources. We can open up a class reading area through donation and loan to enrich book resources. Let children feel the taste of books as soon as they enter kindergarten, find their favorite books, read happily and really get fun from reading. Teachers and children, parents and children make books together, which makes the scholarly atmosphere richer and improves children's reading interest. Making books can help children understand the relationship between pictures and texts, further understand the structure of books, and greatly satisfy their sense of accomplishment. Teachers instruct children to make books by cutting, pasting and painting, and tell their own stories of adaptation, continuation and creation in an illustrated way. In this process, teachers guide children to think about whether to use paintings or photos, and what kind of language to describe them, and teachers give appropriate guidance. Teachers can also advocate parents and children to make books together, and the family can finish the books together, which is a very happy thing. The middle class is willing to tell what happened around them and express their feelings. There are photos in every family, familiar images of relatives, favorite environment and children's personal experiences. The photo albums My Birthday, My Family and I Love Mom were thus formed. Finally, the teacher and the children (parents and children) determine the story name and publishing house together, and make the front cover and back cover together. In this way, the books created by children will naturally be more fragrant, and reading will be happier and more proud. Because they are reading and telling their own stories, they have more experiences, smoother language and more happiness. (3) Life guidance, a qualitative leap. If you regard books as friends, you should first understand friends, that is, understand the structure of books, and use opportunities to guide children to know the names of various parts of books: cover, back cover and pages. Middle-class children have consciously read, and their ability to observe the characters' images, movements and expressions in the book is also strengthened with their age. Grasp the psychological characteristics of the children in the middle class, educate them to take good care of books, don't tear them up, and don't let them get hurt. With emotional education, let children really care about books, love books, and make good friends with books. After learning about books, you should learn to turn pages gently and orderly, and enjoy books, so that you can see wonderful content and gradually develop good reading habits. Let children walk into books, or guide children to transfer what they read to life and study, so as to truly understand the true meaning of reading. So role-playing, story acting, etc. Children can walk into the world of books and take a little trip. Encourage children to show their reading achievements in daily teaching activities and enhance their self-confidence in reading. For example, in the class environment layout, try to create an environment that combines words and pictures, improve children's sensitivity to words, let children understand through feelings, and further stimulate children's reading interest. Reading area activities are not only simple regional activities or collective teaching content, but also integrated into kindergarten activities. In relaxed games, rigorous experiments and orderly life, there are always traces of reading, the continuation of reading and the influence of reading. Teachers use a variety of guidance methods to let children slowly understand the reading content in the process of listening, watching, speaking and doing, and are willing to communicate and share with others. ☆ Timely questioning guidance method: the intentional attention of middle-class children is not very stable and easy to transfer. Teachers create certain suspense by creating questions, and keep children's attention in the situation related to the questions. For example, in the middle-class story "Mother's Arms", which mother's arms does the snake like best, the squirrel mother? Mother kangaroo? Mama bear? Or mother snake? Let's see what is said in the book. Create small and specific problem situations, which are interesting or special and attract children to listen to the stories told by the teacher. ☆ Random observation and understanding method: Middle-class children should gradually improve their basic reading skills and skills. Teachers should guide children's ability to observe the pictures of books, understand the relationship between pictures or words, convert picture symbols into language symbols, deepen children's understanding of the contents of books and improve their ability to read independently. ☆ Appropriate communication and sharing method: In reading activities, teachers arrange reading and communication time for children, so that children have the opportunity to introduce the good books they have read or tell the good stories they have read to everyone. They can also regard themselves as the protagonist in the story, tell you a touching story, and be happy, sad and experienced with the protagonist. The new syllabus points out that language ability is developed in the process of application, and the key to developing children's language is to create an environment that enables them to want to speak, dare to speak, like to speak, have the opportunity to speak and get positive response. Communication and sharing method is to provide opportunities for children to express and use language, stimulate children's interest in reading and promote language development. The contents and methods of teacher guidance can be varied and flexible. With the correction of accumulated reading habits, the formation of good reading methods and the continuous improvement of reading skills, children's reading activities have gradually reached a qualitative leap from multiple changes. (4) Book drifting, which is a book drifting activity with * * * sounds in mind, that is, combining the characteristics of middle-class children, taking pictures as the main theme, with vivid images, one page, two pages or three pages, drifting with books in short and plain language. Make full use of parents' resources, mobilize parents to bring their own books to drift, ask parents to read books with their children at home, and also ask parents to write their own parent-child reading feelings and experiences in time to improve the quality of reading drifting activities. This activity will enable children to learn to communicate and share with peers in reading, realize resource sharing, and let parents know the requirements of children's reading suitability during participation. After a week of books, a book may only enter the family of two children, and the children may not fully understand the contents of the book, but the feelings between the children and their parents have sublimated, and they have more exchanges with their peers and people have become cheerful and happy. Long-term book drifting activities will bring more families together, so that more children can not only find books as friends, but also find real good book friends. A good book is often loved by both parents and children. The strings in their hearts are plucked, and they can't let go, so they naturally appear. Books are drifting, wisdom is passing, emotion is experiencing and soul is singing. To sum up, books are children's friends, reading areas are children's homes, and teachers, children and parents are children's reading partners. Reading is naturally something that children like and are willing to do. It is a kind of game and a kind of happiness, so happy reading is formed. Disclaimer: The copyright of this work belongs to the original author.