有关如何培养幼儿的早期阅读的探析 中英文对照

有关如何培养幼儿的早期阅读的探析

中英文对照

On how to cultivate children's early reading of English

阅读是一个人获取知识是主要途径之一。而早期阅读是指：在学前阶段，幼儿通过大量图文

并茂的读物，凭借变化着的色彩，图象，文字或凭借成人形象的读讲来理解、思考。对幼儿

的思维、语言、想象、个性、习惯等方面进行综合培养的过程。2---6岁是幼儿口语发展的

关键时期，也是书面语言启蒙的重要阶段。在这个阶段，我们重视早期阅读的开展，有利于

提高幼儿对书籍和文字符号的兴趣，有利于帮助幼儿形成良好的阅读习惯，积累阅读经验，

也有利于发展幼儿的口语表达能力，使幼儿形成良性循环。早期阅读对幼儿的成长乃至走上

社会都具有非常重要的意义。因此，教幼儿阅读，起步越早越好。

Reading is a personal knowledge acquisition is one of main ways. While the early reading refers to:

in preschool children, through a large number of illustrated books, by changing color, image, text

or image with adult reading to understand, thinking about. The process of children's thinking,

language, thought, personality, habits and other aspects of comprehensive training. 2---6 years of

age is the key period for children, is also an important stage of the written language of the

enlightenment. At this stage, we pay great attention to the development of early reading, improve

children's books and characters of interest, to help children to form a good habit of reading,

reading experience, but also conducive to the development of children's oral expression ability, so

that children form a benign circulation. Early reading on children's growth and on society has a

very important significance. Therefore, to teach children to read, starting as early as possible.

怎样开展早期阅读活动呢？

How to carry out the early reading activities?

首先，要从兴趣如手，开展活动。

First of all, from the interest such as the hands, to carry out activities.

兴趣是学习的动力，幼儿往往对喜欢的事物很感兴趣，我们可以给幼儿提供他们喜

欢的材料。如给幼儿的图书必须有可爱的动物，有趣的物品，色彩鲜艳的画面以及与自己生

活经验相似的内容等。在提供阅读材料的同时，教师也要考虑到针对能力差异的特点投放不

同的材料。如对能力弱的孩子可提供具有具体意义和形象生动的单一画面，文字少的阅读材

料；对能力强的幼儿可提供画面复杂，文字多的阅读材料。也可在班中设立阅读角，图书架

等，不断更新阅读内容，还随时允许幼儿带来自己家中喜欢的图书，同时还要注意给幼儿提

供充足的阅读图书时间，保证幼儿的兴趣得到满足。

Interest is the motivation of learning, children tend to like things very interested, we can offer

them like materials for children. Such as children 's books must have a lovely animal, interesting

articles, colorful pictures and their own life experience of similar content. In the reading material

at the same time, teachers should also take into account the characteristics of the ability of

different on different materials. Such as the ability of the children can be provided with a single

image specific meaning and vivid characters, less reading material; the ability of young children

can provide a complex picture, text reading material. Can also be set up reading in class angle,

book shelf, constantly updated reading content, also at any time to allow children to bring books

like in their own homes, but also pay attention to the child to provide adequate reading the books

in time, ensure the interest of children are met.

其次，要正确指导幼儿阅读。具体有以下四种阅读方法：

Secondly, to correctly guide children reading. Concrete has the following four kinds of reading

methods:

一、有序阅读

A, reading order

幼儿的阅读开始往往是依赖耳朵的“阅读”。幼儿爱听故事，教师经常给幼儿朗诵

故事培养孩子专注的倾听能力。从“听”慢慢过度到让幼儿独立看书，从中了解掌握图书的

结构，知道每本书都有封面，页码，封底等。年龄小的孩子还是分不清封面，封底的。作为

老师要懂得运用方法，使幼儿更容易掌握正确的翻书方法。教师可设计一些浅显易懂的语言

帮助幼儿理解。教师可把一本书比做一座房子，封面是前门，封底是后门，中间的页码是房

子中的小房间。看书时，要把前门打开，走进小房间，小房间里会有许多精彩的小故事。看

完故事要从后门出来，最后关上门。这种方法幼儿容易掌握，有利于幼儿学得正确的翻书方

法。教师还可以和幼儿一起阅读，通过教师边讲故事边翻动图书，为幼儿建立一个有力的学

习榜样。教师还可以在班上开展一些小图书阅览活动，让幼儿知道，只有一页一页有序地翻

看图书才能看懂整个故事，懂得画面与画面间的联系。小班幼儿翻阅图书具有跳跃性和随意

性特点，在具体操作中，我们要遵循这一特点，让幼儿在理解故事内容的基础上，感受到有

序翻看图书的益处，习得有序翻看图书的方法，同时要让幼儿知道，看书时要看懂前一页再

看后一页 ，边看边想，理解每幅画面的含义，久而久之，幼儿就会静下心来，仔细观察画

面，真正投入到故事中去。

Children's reading is often dependent on the ear " reading ". Children love to hear stories, teachers

often give children to read a story to cultivate children focus listening ability. From the " listen" to

let the children read a book slowly over independence, from understanding the structure of books,

know every book cover, back cover page, etc.. The younger children or confuse the cover, back

cover. As a teacher should know how to use method, make children more easily grasp the correct

method of reading. Teachers can design some simple language to help children understand. The

teacher can give a book to a house, the cover is the front door, the back cover is the back door, the

middle number is a small room in the house. Read a book, to be opened the front door, walked into

the small room, there are many wonderful stories will be small room. After reading the story to

come out from the back door, finally closed the door. This method is easy to master for children,

children learn the correct reading methods. Reading teachers can also and children, through the

teacher tell her a story and flip book, set a powerful example for children. Teachers can also carry

out some small library reading activities in class, let the children know, only a page and a page in

order to read books to read the whole story, understand the relationship between picture and

picture. Small children read books with jump and randomness characteristics, the specific

operation, we should follow the basic characteristics, let the children understand the story in the

book, feel the orderly through the benefits, methods of acquisition order through books, at the

same time to let the children know, read a book to read a page and see after a page, watching and

thinking, understanding the meaning of each picture, in the course of time, children will calm

down, carefully observe the picture, really into the story.

二、观察阅读

Two, read

中小班幼儿的阅读主要是观察阅读，理解阅读。幼儿通过观察画面来理解，思考。

我们老师要引导幼儿将美术符号转译成语言符号，初步了解美术符号与文字符号的对应关

系。在指导幼儿阅读时，帮助幼儿通过观察把握画面内容，并把画面内 容再用自己的

语言讲出来。幼儿会讲述图画故事后，往往会兴趣盎然地认读画面故事，逐步明白图画符号

与文字符号的对应关系。另外，在引导幼儿观察画面时，要注意到前一页图画和后一页图画

的不同与联系在哪里。帮助幼儿连贯地讲出故事。这时我们要注意的是不能要求孩子所讲的

和图下的文字一字不差，要允许幼儿有自己的理解和思考。对能力差的孩子教师要引导幼儿

观察画面，帮助他们组织语言，并让幼儿多次复述，达到锻炼口语的目的。

Small class of children's reading is reading, reading comprehension. Children to understand

through the observation of the screen, thinking. Our teacher to guide the children to art symbol

translated into language symbols, a preliminary understanding of relationship between art symbols

and symbols. In guiding children's reading, help children master the picture content through

observation, and the picture content with their own language to speak out. Children will tell stories

with pictures, often of intense interest to read the story, gradually understand relationship between

symbols and symbols. In addition, to guide the children to observe the picture, to notice the

difference and connection of a picture and a picture where. To help children consistently tell a

story. At this time we should pay attention to the child not speak and written word is not bad, want

to allow children to have their own understanding and thinking. The poor children teachers should

guide the children to observe the picture, help them organize language, and let the children

repeated rehearsal, achieve the purpose of practicing english.

三 、分享阅读

Three, shared reading

分享阅读是指大家共同看一本书。可以是父母与幼儿，也可以是老师与幼儿。在阅

读活动前，老师（家长）可以向幼儿抛出一个问题，一个谜语或是一个故事的开头，以引起

幼儿的兴趣。当幼儿很想知道答案或结果时。就可以引导幼儿去看图，看看书中是怎么说的。

让幼儿猜猜发生了什么事情，后来怎么样了？幼儿带着悬念和老师（家长）共同看书中的故

事。激发了幼儿想看完书看懂书的兴趣，增强了阅读的目的性。我们老师要有目的的选择图

书，在分享阅读活动中尽量运用大书，这样，师幼可共看一本书，有利于直观互动，交流探

讨阅读方法和经验。更好地引导幼儿读懂故事。除了老师为幼儿选择图书外，还要让幼儿有

机会选一些自己喜欢的书，这样也有助于激发其兴趣。有了兴趣，幼儿就会保持较长时间的

专心阅读。 四 、伴音阅读

Shared reading refers to everyone to read a book. It is the parents and children, also can be the

teacher and children. In reading, the teacher ( parents ) to the child throws a question, or a puzzle

is the beginning of a story, to arouse children's interest. When the children want to know the

answer or result. You can instruct the children to look, have a look in the book is how to say. Let's

guess what happened, what happened then? Children with suspense and teacher ( parents ) to read

a book in the story. To stimulate the child to read books to read books of interest, enhance the

purpose of reading. Our teacher has to choose books to share, in reading activities as far as

possible the use of books, so, teacher can read a book, facilitates intuitive interaction,

communication methods and experience of reading. Better to guide children to read the story. In

addition to the teacher choose books for children, to give children the opportunity to choose some

of their love of books, this helps stimulate their interest. With interest, to concentrate on reading

children will keep for a long time. Four, the sound of reading

幼儿边听录音边看图书，可直接感受图书故事与录音之间的联系。刚开始听录音时，

播放速度要慢些，故事要求是幼儿读过的，语言往往具有重复性，让幼儿边听边翻书。阅读

过程中，教师可简单提示幼儿如何做，让幼儿体验录音与画面之间的对应关系，体会录音阅

读的抑扬顿挫和其中人物语气的不同变化，更好地理解故事内容。伴音阅读同时还可以巩固

幼儿的有序翻书经验。最后达到放手让幼儿独立阅读图书。

Listen to the tape and watch children's books, can feel between book story recording and direct

contact. Just began to listen to the recording, playback speed is slower, the story is children read,

language is often repeated, let the children listen to the book. The process of reading, the teacher

can simply prompt children to do, let the children experience the sound and picture corresponding

relationship between the experience of reading and recording, speak in measured tones in which

characters to the different tone change, a better understanding of the content of the story. Sound

reading can also consolidate children's order book experience. Finally, to let children independent

reading books.

五 、逐字阅读

Five, word reading

逐字阅读主要在大班和学前班进行。大班，学前班有了一定的识字基础。在选材时，

要选一些熟悉的故事或诗歌，尽量选熟字较多的篇幅进行，有助于提高孩子的自信心，提起

他们的兴趣。在活动过程中，我们要求幼儿在观察，理解画面的同时用手指指着文字一个一

个读，通过逐字多次阅读提高语言表达能力。同时不但能巩固学过的字，而且还能联系上下

文学会新字。这个时期实际是处在半阅读半背诵状态的。这种方法对提高幼儿的阅读水平，

提高幼儿的识字能力是行之有效的。

Word reading is mainly in the kindergarten and preschool. Kindergarten, preschool has certain

basic literacy. In the selection, choose some familiar stories or poems, try to choose the more

familiar the length, helps to enhance children's self-confidence, mention their interest. During the

activity, we ask the children in the observation, understanding the picture also pointed his finger at

the text read it one by one, to improve reading ability of language expression repeatedly through

the word. At the same time can not only consolidate the learned words, but also learn new words

in context. This period is actually in the half read half recite state. The method to improve

children's reading level, improve children's literacy is effective.

最后，要提醒大家的是：早期阅读，不等于早期识字。谨防进入这个误区。在我们

重视幼儿语言学习和早期阅读的时候，有些人把早期阅读和早期识字等同起来用识字来代替

阅读，这是非常错误的。在幼儿园里更不能把阅读活动搞成识字活动。作为幼儿教师，我们

要正确地，有效地开展早期阅读活动，为幼儿增长知识，开拓眼界，陶冶情操打下坚实的基

础，为幼儿今后的可持续发展打下坚实的基础。

Finally, to remind everybody is: early reading, not equal to early literacy. Beware of entering this

misunderstanding. When we pay attention to in the children's language learning and early reading,

some people have early reading and early literacy equated with literacy instead of reading, this is

very wrong. In the kindergarten, not to the reading activities in literacy activities. As teachers, we

should correctly, to effectively carry out the early reading activities, for children to increase

knowledge, broaden my horizons, edify sentiment and lay a solid foundation, a solid foundation

for children's future sustainable development.