严妙
广东茂名幼儿师范专科学校
In primary school, picture book story is an effective supplement to English reading teaching. How to improve the effectiveness of picture book story reading teaching is an urgent problem. Based on the teaching case of The very Hungry Caterpillar, this paper discusses the methods and strategies to optimize the teaching of picture book story reading and improve students' English reading ability.
[Key words] picture book story; reading teaching; reading ability
The new curriculum standard mentions that primary school students should "be able to understand and read simple stories" in the description of the overall goal of the curriculum and the description of sub language skills goals. (Cheng Xiaotang, Liu Zhaoyi, 2008). Picture books, with stories as the carrier, provide students with rich language learning materials through pictures and words, which can not only arouse their enthusiasm in language learning, but also promote their language construction and deep thinking in specific situations. Taking the story teaching of The Very Henry Caterpillar as an example, this paper discusses the effective methods and strategies of story teaching through the analysis of the design of story teaching activities.
1. Take the construction of story artistic conception as the core and design teaching activities reasonably
1.1 Pre-reading -- Observe the cover of picture book
At the beginning of the class, the teacher presents the cover of the picture book. By observing the cover, the students have a general understanding of the background of the story and the characters in the story. After that, the teacher guides the students to predict the content of the story by asking questions and think about the occurrence and development of the story.
1.2 While-reading -- Ask and answers
In this part, the teacher designs activities with caterpillar's food as the main line to help students follow the picture and clarify the development of the story. Then, the teacher guides the students to understand what the caterpillar eats. This is the climax of the story. A caterpillar breaks out of its cocoon and turns into a butterfly. Through their own efforts, caterpillars achieve their own desire to become butterflies. What are the students' wishes? How can we achieve our wish? Teacher relies on the artistic conception of the story text, fully mobilizes students' thinking, makes students learn and use knowledge in exploration, and feel happy in thinking experience.
1.3 After-reading --Extending the theme of picture books to form ideas
Finally, the teacher shows the celebrities' faces and briefly introduces their deeds. They are all the best people in the world, and they grow from little caterpillars by gnawing books and gnawing books. Students in the classroom with a real spiritual experience and feelings expressed their real ideas: then why should we work hard to succeed. Students speak freely in connection with the reality of life, and come to the theme of cooperation, innovation and bravery, which is exactly what the author wants to convey to readers.
2. Take questioning as the breakthrough to understand the story and pay attention to the cultivation of thinking
2.1 The questions to form understanding
These questions can help students to clarify the relationship between facts, classify facts, and express their views and feelings. Firstly, teachers ask the following questions: how many applications does the caterpillar eat? Is he full now? Students answer questions inspired by teachers. So as to guide students to think and understand the content of picture book story.
Throughout the whole class, teachers pay attention to the integrity of the problem chain and improve the efficiency of classroom teaching. In different stages of the story, the question "is the caterpillar full already?" is raised to arouse students' thinking and interaction. From the perspective of caterpillars, the students clarified the development of the story from their emotional changes. After the students perform, the teacher's question "how do you feel?" triggers the students' real feelings. They express their joy and feel the importance of hard study.
2.2 The questions to promote thinking
This kind of questions needs students to think deeply, which is generally an open problem, aiming at the pursuit of thinking experience and opinion expression.
For example, when a caterpillar turns into a butterfly, the teacher guides the students to think through the following words: why can the caterpillar become a butterfly.At the end of the class, the teacher asks the students to think: what can you do to help you realize your dream?
Therefore, students should think in many dimensions out of the text, dig deeply, and put forward various possibilities to solve the problem. When we can see students' thinking from the perspective of rationality, multidirectionality, logic and innovation of thinking, students' learning goes beyond the original meaning (Zhang Feng, 2017). Teachers make learning more meaningful through the whole situation created by the problem chain.
3. Taking experience and perception as the path of learning stories and implementing cultural character
3.1 Create situation and experience emotion
At the beginning of the story, the teacher creates a situation in which the caterpillar is very hungry, and the students realize that he yearns to be a butterfly. Then the teacher uses multimedia to show that the caterpillar grows up by eating, so that the students and the caterpillar can feel the beauty of life together. It can be seen that the situational learning can help the students to clarify the relationship between the various information points in the story.
3.2 Conduct performance and extend the text
In the last part of the class, the teacher asks the question: how can we be successful? After thinking in the role experience, the students rise from perceptual knowledge to rational answer, and push the theme of the story to a new height. They improve their thinking level in the process of judgment and imagination. From the students' answers, we really feel the reality of students' emotions, the clearness of their attitudes and the return of their values.
In short, in picture book story teaching, teachers can design teaching from different aspects: constructing the artistic conception of the story, creating learning situation; using questioning means, expanding thinking space etc., so as to effectively improve the efficiency of classroom teaching and promote the development of students' core literacy Formation.
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