幼儿园分享心得体会说些什么

在幼儿园的温馨时光里，我们不仅学习知识，更学会了分享的快乐。今天，小编想与大家分享一些心得体会。从孩子们纯真的眼神中，我看到了成长的喜悦；从他们稚嫩的话语里，我感受到了学习的乐趣。这些宝贵的瞬间，如同一颗颗珍珠，串联成了我们共同的记忆项链。让我们珍惜这段美好的时光，用心去感受、去体验、去学习，让这份纯真与快乐永远伴随我们成长。

In the cozy time of kindergarten, we not only learn knowledge, but also learn the joy of sharing. Today, I would like to share some insights with you. From the children's innocent eyes, I saw the joy of growth; from their tender words, I felt the joy of learning. These precious moments, like a pearl, are strung together as a necklace of our common memories. Let's cherish this wonderful time, feel, experience and learn with our hearts, and let this innocence and happiness grow with us forever.

幼儿园分享心得体会说些什么 篇1

　　自从上幼儿园，多多的读书习惯也开始培养了。孩子的想象力不是与生俱来的，需要通过直接或者间接的体验获得。绘本能帮助儿童养成用图像思考的习惯，经常阅读绘本书可以培养儿童良好的图像概念，提高思考连贯性，丰富想象力。

　　在幼儿园开展图书漂流活动，能让孩子看到更多精彩的绘本书。每周五我下班到家，多多就会说：“妈妈，老师又发书了!”我知道，发的是小朋友们漂流的书。我会先告诉多多这是谁的书，我们要保管好，可不能损坏的。每次我给多多讲一遍故事，然后提几个简单的问题，比如读了《鳄鱼怕怕，牙医怕怕》，我问多多：“你怕鳄鱼吗?”“鳄鱼怕什么?”“牙医怕什么啊?”我会让多多先举手再回答，希望这样培养孩子举手发言的习惯，不知道多多在幼儿园上课会不会举手发言呢。碰到多多感兴趣的书，他会自己再看一遍，比如读《小猪变形记》，我读完一遍，多多说：“妈妈，我自己看吧!”孩子能尝试着自己去看一本书，看着他专心地看一本书，还不时讲着什么话时，我真高兴。

　　除了阅读漂流的绘本，我又和多多一起阅读了很多绘本故事书，我发现很多优秀的绘本书在潜移默化中影响着孩子身心的'健康发展，孩子渐渐建立起自己的判断标准。比如读了《大卫，不可以》后，多多不在家里踢皮球了，他说：“会把东西打坏的。”我控制他吃零食，他也没有很大的意见了，他说：“妈妈，不能像大卫，肚子里东西太多了，会爆炸的。”

　　现在基本上每天晚上睡觉前都要讲一个故事，大多是我讲，孩子听，有时孩子自己看。我希望他爸爸也能给他讲故事，有一次他真的在听爸爸讲漫画书《父与子》，这是他最喜欢的一本漫画书。我也把多多读过的书整理出来，以后等他识字了，看到自己原来读过这么多书，多有成就感啊!

　　小小图书漂流，带给孩子是多么大的变化啊!希望幼儿园三年一直能有这样的活动，希望孩子在绘本故事中懂得更多道理，快乐成长!

Kindergarten Sharing Experience What to Say Part 1

　　Since starting kindergarten, Toto's reading habit has also begun to develop. A child's imagination is not innate, but needs to be acquired through direct or indirect experience. Picture books can help children develop the habit of thinking with images. Regular reading of picture books can cultivate good image concepts, improve coherent thinking and enrich imagination.

　　Having a book float in kindergarten allows children to see more wonderful picture books. Every Friday when I arrive home from work, Duo will say, "Mommy, the teacher is handing out books again!" I knew that the books handed out were the books that the children had floated. I would first tell Duo whose book it was, and that we had to keep it safe, so it couldn't be damaged. Every time I tell Duo Duo the story once, and then ask a few simple questions, for example, when I read "The Crocodile is Afraid, the Dentist is Afraid," I ask Duo Duo: "Are you afraid of crocodiles?" "What are crocodiles afraid of?" "What is the dentist afraid of?" I'll ask Duo to raise his hand before answering, hoping that this will cultivate the habit of raising his hand to speak, and I don't know if Duo will raise his hand in kindergarten class. When he comes across a book that interests him, he will read it again on his own. For example, when I finished reading "Piggy's Metamorphosis", Duo said, "Mommy, I'll read it by myself!" I am so happy that my child can try to read a book by himself, and I am so happy when I see him reading a book attentively and saying something from time to time.

　　In addition to reading the floating picture books, I read a lot of picture story books with Duo Duo, and I found that many excellent picture books influence the child's physical and mental 'healthy development in a subtle way, and the child gradually establishes his own standards of judgment. For example, after reading "David, No", Duo Duo stopped kicking the soccer ball at home, he said, "It will break things." He also doesn't have a big problem with me controlling his snacking anymore, saying, "Mommy, you can't be like David, too much stuff in your tummy, it will explode."

　　Now basically every night before bed I have to tell a story, mostly I tell it and the kid listens to it, sometimes the kid reads it himself. I wish his dad would tell him stories too. Once he was really listening to his dad tell him about the comic book "Father and Son", which is one of his favorite comic books. I also organize the books that DuoDuo has read. Later, when he becomes literate and sees that he has read so many books, what a sense of accomplishment!

　　What a big change a little book drift brings to a child! I hope that we can have this kind of activity in kindergarten for three years, and I hope that the children will know more truths and grow up happily in the picture book stories!

幼儿园分享心得体会说些什么 篇2

　　阅读引领孩子健康成长是我们家长共同关注的话题。在这方面我们有以下的几点体会，第一方面是从幼儿开始通过讲故事来启蒙孩子的阅读。坚持每天睡前给孩子讲各种童话故事。

　　第一方面是图文并貌加拼音，孩子易懂且兴趣剧增，同时每次要提问故事的主要内容，还有自己的感受。日月积累，循序渐进到小学前，他已经开始独立看故事书了。功夫不负有心人，他的阅读兴趣开始产生了！

　　第二方面是通过去新华书店购书来启发孩子的阅读兴趣，刚开始我们是购买他自己觉得喜欢的书，让他积极主动地参与进来，在知识的.海洋里他兴致勃勃地翻阅各类新书，陶醉其中，爱不释手，废寝忘食。我们坚持每周日那天就去新华书店阅读并购新书。在不知觉当中他已经潜移默化地喜欢上了阅读。

　　第三方面是第二方面的延续，开始去图书馆借书阅读，两周一次8册书，一个学期下来惊人地发现孩子已阅读了一百多册书籍了。而且每天都有读后感等纪录，逐渐形成常规习惯，阅读已成为日常必修课了。

　　最后一点体会就是家长和老师配合很关键。孩子从一年级开始基本上是听老师的话，老师说学生要开始看课外书，他回家后开心的告诉我们此事，而且此时的他对阅读的兴趣就更浓了。在这成长过程中家长和老师配合是相辅相成的。孩子的阅读能力逐渐培养起来了，他学习时也感觉轻松如意得心应手了！以上是我们家的亲身体会，与大家共勉。

Kindergarten Sharing Experience What to Say Part 2

　　Reading to lead children to healthy growth is a topic of common concern for us parents. In this regard, we have the following points of experience, the first aspect is to start from the early childhood through the storytelling to enlighten children's reading. Adhere to the daily bedtime to tell children a variety of fairy tales.

　　The first aspect is the illustrations and pinyin, which is easy for the child to understand and his interest increases dramatically, and at the same time, every time he has to ask questions about the main content of the story, as well as his own feelings. As the days and months went by, he began to read storybooks independently before elementary school. His interest in reading began to develop!

　　The second aspect is to go to the new China bookstore to buy books to inspire the child's interest in reading, at first we are to buy his own favorite books, so that he actively participate in the knowledge of . In the sea of knowledge, he was excited to look through all kinds of new books, intoxicated, love, sleep and eat. We insisted on going to the Xinhua Bookstore every Sunday to read and buy new books. Without realizing it, he has already subconsciously enjoyed reading.

　　The third aspect is the continuation of the second aspect, began to go to the library to borrow books to read, once every two weeks 8 books, a semester down the amazing discovery that the child has read more than a hundred books. And every day there is a record of reading, etc., and gradually formed a routine habit, reading has become a daily mandatory course.

　　The last thing I learned is that it is crucial for parents and teachers to work together. My child basically listened to the teacher from the first grade, and when the teacher said that students should start reading extracurricular books, he came home and happily told us about it, and at this time his interest in reading has become even stronger. Parents and teachers complement each other in this growing process. The child's reading ability is gradually developed, and he feels at ease when he learns! The above is our family's personal experience, and we would like to share it with you.

幼儿园分享心得体会说些什么 篇3

　　分享阅读教学是培养儿童早期阅读的教学方式，它的目标就是让儿童喜欢、学会阅读。

　　分享阅读的每一个读本都有核心价值。在教学前，老师应对要进行教学的读本分类和分析。何老师向我们演示了一堂《上床睡觉》的分享阅读的课程教学。她首先以小朋友原有的`生活经验导入课程，然后以故事的模式一步步去引导孩子观察图画，从而推测故事的发生，最后才逐字逐句去教孩子读。这样的教学模式给儿童带来很多好处。它能够逐步提高儿童对阅读活动的参与水平，使其在整个阅读中发挥越来越大的作用，并最终过渡到儿童自己独立阅读。另外，分享阅读还可以帮助儿童在有意义的重复中，在无意识的状态下主动地学习汉字。

　　通过何老师的课程演示，我们的吸收和理解，我们每个老师也上了一堂分享阅读课。在这个过程中，我们每个老师都有自己的教学特色，但也存在一些不足之处。我个人的问题就是没有注意到孩子的年龄问题，提到的问题难度过大。另外，没有充分发挥到以儿童为主体，教师作为主导的地位。最后，何老师在观课后向我们提供了宝贵的意见。大家在相互交流、学习的过程中，结束了一天的分享阅读学习。

　　通过这个分享阅读的学习，让我认识到分享阅读是一种不以识字为明显目的，却能够对儿童的发展带来长期巨大影响的早期阅读教学手段。儿童在分享阅读过程中，感受到的是爱，而不是被逼迫的。儿童仿佛是在和成人一起做游戏。但在游戏中，他们不知不觉地学会了阅读，喜欢上了阅读。正所谓，兴趣是我们最好的老师。儿童只要从小对阅读产生兴趣，随着成长，阅读也慢慢成为他们的一种习惯。

　　我认为儿童在分享阅读中不仅会感受到阅读的乐趣，同时也逐步帮助儿童获得阅读的能力。

Kindergarten Sharing Experience What to Say Part 3

　　Shared reading instruction is an instructional approach to fostering early reading in children, and its goal is for children to enjoy and learn to read.

　　Each of the readings in Shared Reading has core values. Before teaching, teachers should categorize and analyze the readings to be taught. Ms. Ho demonstrated a shared reading lesson on "Going to Bed". She first introduced the lesson with the children's original life experiences, then guided the children step by step to observe the pictures in a story mode, so as to speculate what happened in the story, and finally taught the children to read word by word and sentence by sentence. Such a teaching model brings many benefits to children. It can gradually increase the level of children's participation in reading activities, so that they can play an increasing role in the whole reading, and eventually transition to children's own independent reading. In addition, shared reading can help children learn Chinese characters actively and unconsciously through meaningful repetition.

　　Through Ms. Ho's lesson demonstration, our absorption and understanding, each of our teachers also had a shared reading lesson. In the process, each of our teachers had their own teaching characteristics, but there were also some shortcomings. My personal problem was that I did not pay attention to the age of the children and mentioned questions that were too difficult. In addition, it did not give full play to the position of children as the main body and teachers as the leading role. Finally, Ms. He provided us with valuable advice after observing the lesson. We ended the day of shared reading and learning in the process of exchanging and learning from each other.

　　This study of shared reading has helped me to realize that shared reading is a means of teaching early reading that does not have the obvious purpose of literacy, but can have a huge impact on children's development over time. Children feel loved, not forced, during shared reading. It is as if children are playing a game with an adult. But in the game, they unknowingly learn to read and enjoy reading. As the saying goes, interest is our best teacher. As long as children develop an interest in reading from an early age, reading slowly becomes a habit for them as they grow up.

　　I believe that children will not only feel the pleasure of reading in shared reading, but also gradually help them to acquire the ability to read.

幼儿园分享心得体会说些什么 篇4

　　从孩子幼儿园算起，我们陪孩子亲子阅读已经有八年多时间了。经过这么多年的亲子互动式阅读，我们已经惊讶地发现，孩子的阅读习惯随着时间的推移有了明显的转变：由被动变为了主动，由主动变为了自觉，由自觉变为了自发。现在孩子早就改掉了回家没事就看电视的习惯，总喜欢一头扎进自己的房间里静静地看书;家人在一起的时候，他就非常喜欢把书中看到的有趣内容讲给大家听，还经常道出一些耳目一新的词句，有模有样的，颇有一定的语言组织和逻辑推理层次。阅读，这个认知世界、吸取知识的重要方式，现在已经逐渐融进了孩子的兴趣世界里。

　　一起读书有一个很大的好处，家长和孩子共同经历着书藉带来的喜怒哀乐，让家长和孩子贴的更近，彼此间没有隔阂，象朋友那样亲密无间无话不谈，可以零距离感受到孩子心理和思想的变化，以便于及时调整方式方法，更好的为孩子创造学习环境，家庭环境。我们深知榜样的带动力量，在闲暇时，我们家长会拿上一本书，静静地品读，给孩子创造一个从读书的氛围，让孩子知道读书是一个好习惯。

　　在亲子阅读中，我们不断总结读书的经验，形成了一些适合我们家庭的读书方法。

　　一、是固定读书时间。我们把晚上睡前半小时作为亲子阅读的固定时间，在这个时段里，孩子已完成当日的作业、预习完功课，家长做完了家里的杂务，关闭电视和电脑，全家一起漫步在书中，享受读书的快乐。

　　二、是选择读书姿势。我们采取了“依偎”的亲子方式，在舒适的床上或沙发上，让孩子依偎着家长，家长用手揽着孩子，不时摸摸孩子的头，拍拍孩子的小脸蛋，营造具有浓郁亲情的读书氛围。

　　三、是注意读书的语调。我们在为孩子读书时，避免平和的语调，注意富有表情地朗读，放慢阅读节奏。当然，现在孩子大了，更多的是和孩子一起看书，好的段落，好的句子互相交流。

　　四、是做好导读准备。找到孩子的兴趣点，并以此为出发点，找一些相关的，充满童趣的书藉，和孩子共同阅读，慢慢地孩子的知识面会变得开阔起来，思路会变得活跃起来，当碰到问题，会提出许多的“为什么”，而为了解决这许多的为什么，他就愿意去看更多的书，就进一步激发了他看书的兴趣。

　　培养孩子读书的好习惯并不是一日之功，它不仅是对孩子的`考验，也是对我们做家长的考验，通过陪孩子读书，让我这个家长更加了解自己孩子想的是什么，通过读书孩子懂得了自尊，什懂得了爱、懂得了责任，懂得了宽容、懂得了坚持。在今年教师节的时候，儿子亲了亲我，趴在我的耳朵旁对我说：“妈妈，今天是你的节日，祝愿您教师节快乐”。我当时真的好感动，这除了要感谢学校老师的耐心教导，我觉得是有益的书籍让孩子知书达理、懂得了感恩。

　　和孩子一起快乐的读书吧!在充满亲情的氛围中，和自己的孩子一起沉醉于书的世界里，享受读书带给我们的快乐!在一个充满积极向上，乐于学习，与书为伴的家庭环境中，孩子一定是快乐、健康、自立、博学的!

Kindergarten Sharing Experience What to Say Part 4

　　We have been reading with our children for more than eight years since they were in kindergarten. After so many years of interactive parent-child reading, we have been surprised to find that the child's reading habits over time there has been a significant shift: from passive to active, from active to conscious, from conscious to spontaneous. Now the child has long since changed the home nothing to watch TV habits, always like to head into their own rooms quietly reading; family together, he is very much like to see the interesting content of the book to tell everyone to listen to, but also often say some refreshing words and phrases, a model, quite a certain level of language organization and logical reasoning. Reading, this important way of cognizing the world and absorbing knowledge, has now gradually melted into the child's world of interest.

　　Reading together has a great advantage, parents and children together experience the joys and sorrows brought by the books, so that parents and children closer to each other, there is no barrier between each other, as close as friends without words, you can zero distance to the child's psychological and ideological changes, in order to adjust the methods and methods in a timely manner, and better for the child to create a learning environment, the family environment. We are aware of the driving force of the example, in the leisure time, our parents will take a book, quietly reading, to create a child from the atmosphere of reading, so that children know that reading is a good habit.

　　In parent-child reading, we continue to summarize the experience of reading and form some reading methods suitable for our family.

　　First, it is a fixed reading time. We put the evening half an hour before bedtime as a fixed time for parent-child reading, in this time, the child has completed the day's homework, pre-study finished homework, parents finished the chores at home, turn off the TV and the computer, the whole family strolled in the book together, enjoy the joy of reading.

　　Second, is to choose reading posture. We have adopted the "snuggle" parent-child approach, in a comfortable bed or sofa, let the child snuggle up to the parents, parents with a hand over the child, from time to time to touch the child's head, pat the child's cheeks, to create a reading atmosphere with a strong sense of affection.

　　Third, it is to pay attention to the tone of reading. When we read to our children, we avoid calm tones, pay attention to reading aloud with expression, and slow down the pace of reading. Of course, now that the child is older, more often than not, we read books together with the child, and good passages and sentences are exchanged with each other.

　　Fourth, is to do a good job of guided reading preparation. Find the child's point of interest, and as a starting point, find some relevant, full of children's books, and children to read together, slowly the child's knowledge will become broader, the idea will become active, when encountering problems, will put forward many of the "why", and in order to solve this many why, he is willing to go to see more! In order to solve these reasons, he will be willing to read more books, which will further stimulate his interest in reading.

　　Cultivate the good habit of children reading is not a day's work, it is not only to the child`s `test, but also to us as parents of the test, through the accompanying children reading, so that I, as a parent, a better understanding of their own children want to think what, through reading children know self-esteem, sh know love, know responsibility, know tolerance, know perseverance. In this year's Teacher's Day, my son kissed me, lying beside my ears and said to me: "Mom, today is your holiday, I wish you a happy Teacher's Day. I was really touched at that time. In addition to thanking the school teachers for their patience, I think it is the helpful books that make children know how to read and understand gratitude.

　　Read happily with your children! In an atmosphere full of affection, indulge in the world of books with your own children and enjoy the happiness that reading brings to us! In a family environment full of positivity, willingness to learn, and the companionship of books, the child must be happy, healthy, self-reliant and knowledgeable!

幼儿园分享心得体会说些什么 篇5

　　分享阅读是一种不以教育为明显目的,却能够对儿童的发展带来长期巨大影响的理想早期教育手段。儿童在分享阅读活动过程中，感受到的是爱，没有压力和教师一起做游戏，但是在游戏过程中，他们不知不觉的学会了阅读，喜欢上了阅读，还学会了熟悉了许多生字，表面上孩子只是进行了阅读，但是通过分享阅读，他们还发展了思维能力、语言能力、交际能力。通过分享阅读，儿童接触到大量丰富的词汇，接触到不同的句法结构，故事结构，这对儿童语言和认知能力大有好处。

　　分享阅读过程，是一个让孩子感受爱，享受爱的过程。教师和孩子不以学习为目的，在轻松愉快的亲密氛围中共同阅读一本书，既是让孩子享受到阅读的乐趣，也是让孩子享受到教师的爱，而且这样的享受是由教师和孩子一起阅读创造的爱。分享阅读的课堂是幼儿的课堂，教师只是起引导作用,在读故事的时候，恰当的引导孩子观察插画的内容以及色彩，让她看图说话，增加她的好奇心和想象力，这样她的想象的翅膀就能在天空自由飞翔，大胆的说出自己的想法，这个时间教师要及时给她表扬和鼓励，从她习惯被动的听，逐渐演变成为了主动的阅读了。读书中，我不时停顿下来给孩子一些问题,让幼儿在阅读时学会思考。和孩子进行阅读的同时，不要忽略身体语言的运用，模仿是孩子学习的主要方法，我还将书本中内容丰富的用肢体语言进行表演，尽可能调动孩子的积极性，孩子在模仿的过程中，能够更好的理解书本里的内容和情节，对于激发她的想象力和创造力表现力都是一种突破。

　　分享阅读是幼儿早期教育最重要的语言部分的诠释, 英国著名哲学家培根曾说过：读书塑造人格。中外心理学专家研究成果表明：许多有成就的科学家、文学家、早慧儿童，他们都有早期阅读的经历。而3-6岁是幼儿语言发展和书面语言学习的关键期。为此，我们试图抓住幼儿语言的关键期，开展分享阅读活动，促使幼儿在入小学前就具备初步的阅读能力，为入小学系统学习奠定基础。幼儿阅读能力的差异在小时侯不会太明显，到了三四年级就会有明显的差异，有早期阅读的孩子在三年级明显比没有早期阅读的孩子理解能力强，在写作及分析题型等逻辑分析能力上有明显的区别。这就是早期阅读最大的好处。它是一种让幼儿自主学习快乐学习的教育,分享阅读让我们分享幼儿读书的'乐趣,也让幼儿分享我们的知识。它系统的包括了幼儿早期阅读方法，习惯，甚至于语言，人格的塑造。

　　一、督促幼儿形成良好的阅读习惯，提高幼儿阅读能力。

　　良好的阅读习惯包括：定时、定点看书的习惯;分类整理图书的习惯;定期上书店及图书馆的习惯;与同伴，成人互相分享交流图书的习惯。当幼儿养成阅读的良好习惯同时也就实现了从被动阅读到主动阅读的转换，从而提高了阅读的能力。另外我们还帮助幼儿养成翻阅图书的习惯，认识书的组成部分及其不同功能，如封面、封底、目录、前言、页码，让幼儿知道应一页页地翻书，一幅幅连贯起来看， 理解书中所表达的内，从而培养幼儿爱看书。

　　二、尊重孩子，让孩子成为读本的主人。

　　尊重孩子，我们就会蹲下来与孩子一样的高、一样的视线、一样的平等。在我们分享阅读整个过程中就充分体现了尊重。分享阅读的一个重要环节就是大书猜测，在这个过程中我们以开放性的问题引导幼儿观察画面，幼儿结合自己的生活经验，展开想象，用完整、丰富的语言表达出来。孩子能非常逻辑的联系前后画面，并能根据出现的画面肯定或否定自己的猜想，能用非常丰富的语言描述自己独特的想象。作为教师的我，被他们这样的阅读的热情深深的打动着，他们猜想故事的快乐深深的感染着我，让我在这样的互动中很容易进入故事的角色，与他们一起分享。而且孩子的猜测不管对与错，合理与不合理，我都会认真倾听和鼓励，把问题抛给所有的小朋友一起讨论，最后寻求正确答案。孩子真正成为读本的主人，更加有自信，更加觉得老师对自己的肯定和尊重。

　　三、设计丰富的延伸活动，支持幼儿在活动中扩展语言经验。

　　在本学期的分享阅读活动中，我们开展了丰富的延伸部分为幼儿提供想象的空间，扩展了知识面，口语表达能力，语言组织能力及思维能力等等。儿童的语言学习是创造性的学习，我们鼓励幼儿敢于将自己阅读的故事讲给别人听，培养幼儿自创图画书，带领幼儿将自编的儿歌、故事、谜语等画画、写写，配上封面装订好，放在图书架最显眼的位置，虽然孩子们的书显得很幼稚，但这却是孩子们的宝贵财富。

Kindergarten Sharing Experience What to Say Part 5

　　Shared reading is an ideal means of early education that does not have an obvious educational purpose, but can have a long-lasting and significant impact on children's development. Children in the process of shared reading activities, feel the love, no pressure and teachers to do the game, but in the process of the game, they unconsciously learn to read, like to read, but also learned to be familiar with many words, on the surface the children just carry on the reading, but through the sharing of reading, they also develop thinking skills, language skills, communicative skills. Through shared reading, children are exposed to a large number of rich vocabulary, to different syntactic structures, story structures, which is greatly beneficial to children's language and cognitive skills.

　　Sharing the reading process is a process that allows the child to feel love and enjoy it. Teachers and children do not aim at learning, reading a book together in a relaxed and happy atmosphere is not only for the children to enjoy the fun of reading, but also for the children to enjoy the teacher's love, and such enjoyment is created by the teacher and children reading together. Shared reading classroom is the classroom of young children, the teacher just play a guiding role in reading the story, properly guide the child to observe the content of the illustrations and colors, let her look at the pictures and talk, increase her curiosity and imagination, so that her wings of imagination will be able to fly freely in the sky, boldly say their own ideas, this time the teacher should give her praise and encouragement in a timely manner, from the habit of passive listening to her gradually evolved into an active reading. Became an active reader. In reading, I stop from time to time to give the child some questions, so that children learn to think when reading. And children to read at the same time, do not ignore the use of body language, imitation is the main method of learning children, I will also be rich in the content of the book with body language for the performance, as far as possible to mobilize children's enthusiasm, the child in the process of imitation, a better understanding of the content of the book and the plot, to stimulate her imagination and creativity is a breakthrough in the power of expression.

　　Sharing reading is the most important part of early childhood education in the interpretation of language, the famous British philosopher Bacon once said: reading shapes the personality. The research results of Chinese and foreign psychological experts show that many accomplished scientists, literary figures, and gifted children have early reading experiences. And 3-6 years old is the critical period for young children's language development and written language learning. For this reason, we try to seize the critical period of young children's language and carry out shared reading activities, so as to promote young children's initial reading ability before entering elementary school and lay a foundation for systematic learning in elementary school. The difference in reading ability of young children will not be too obvious when they are small, but will be obvious when they are in the third or fourth grade. Children with early reading have obviously better comprehension ability in the third grade than those without early reading, and there is a clear difference in their logical and analytical ability in writing and analyzing questions. This is the greatest benefit of early reading. It is a kind of education that allows young children to learn independently and happily. Shared reading allows us to share the 'fun' of reading with young children and also allows them to share our knowledge. It systematically includes early reading methods, habits, and even language, personality building.

　　I. Supervise children to form good reading habits and improve their reading ability.

　　Good reading habits include: the habit of reading books at regular intervals; the habit of sorting and organizing books; the habit of going to bookstores and libraries regularly; and the habit of sharing and exchanging books with peers and adults. When children develop good reading habits, they also realize the transition from passive reading to active reading, thus improving their reading ability. In addition, we also help children to develop the habit of flipping through books, recognizing the components of a book and their different functions, such as the front cover, back cover, table of contents, preface, page numbers, so that children know that they should turn the pages of the book, read the book one by one, and understand the contents of the book, thus cultivating a love of reading in children.

　　Second, respect the child and let him or her be the master of the readings.

　　By respecting the child, we crouch down to be as tall, as visible, as equal to the child. Respect is fully realized in the whole process of our shared reading. An important part of shared reading is the Big Book Guessing, in which we use open-ended questions to guide children to observe the picture, and children combine their own life experiences to develop their imagination and express it in complete, rich language. The children were able to connect the images before and after in a very logical way, and were able to affirm or deny their own guesses based on the images that appeared, and were able to describe their unique imaginations in very rich language. As a teacher, I was deeply impressed by their enthusiasm for reading, and their joy in guessing the story deeply infected me, making it easy for me to enter into the role of the story and share it with them in this kind of interaction. Moreover, no matter the children's guesses are right or wrong, reasonable or unreasonable, I will listen carefully and encourage them, throw the questions to all the children to discuss together, and finally seek the right answers. The children really become the master of the reading book, more confident, more feel the teacher's affirmation and respect for themselves.

　　(c) Design rich extension activities to support children to extend their language experience during the activities.

　　In this semester's shared reading activities, we carried out a rich extension part to provide children with space for imagination, expanding their knowledge, oral expression, language organization and thinking skills, etc.. Children's language learning is creative learning, we encourage children to dare to tell the stories they read to others, cultivate children to create their own picture books, and lead children to draw and write their own children's songs, stories, riddles, etc., with covers bound and placed in the most conspicuous place on the bookshelf, although the children's books appear to be very childish, but it is a valuable asset for the children.

幼儿园分享心得体会说些什么 篇6

　　8月18日，我和金老师、戚老师一起参加了武进新城阳光幼儿园举行的分析阅读培训，给我们培训的老师是奕阳教育研究院的刘婷老师。本次培训的主要内容包含分享阅读基础理论知识以及分享阅读读本分析，为期一天的培训给我留下了深刻的印象，以下我就来谈谈自己的感受。

　　上午，刘老师给我们简单介绍了什么是分享阅读以及如何设计分享阅读教学。她说阅读有三个基本概念：

　　1.阅读，是指各种材料、各种形式、各个年龄阶段的阅读;

　　2.早期阅读，是指学前儿童的阅读;

　　3，分享阅读，就是培养幼儿阅读的兴趣，提高阅读的能力。

　　而分享阅读有三个目标：

　　1.培养幼儿的阅读兴趣和习惯。

　　2.发展幼儿的阅读能力。

　　3.帮助幼儿从依赖阅读过渡到独立阅读。

　　刘老师还为我们举了两个例子：小班绘本《我喜欢跳》和大班绘本《聪明的小鸡》，从中分析出分享阅读读本的'几个特点。分享阅读读本的图画蕴含的信息丰富，支持幼儿阅读思维策略的发展;文字是基于幼儿的口语经验，有利于促进幼儿的语言发展;结尾幽默风趣，富有开放性;体裁多样，有利于丰富幼儿的阅读经验。

　　分享阅读读本分析的过程是浏览→分析→设计。就是说拿到一本读本，先要大略看一遍，知道读本的大意以及价值。再来进行分析，这个活动幼儿是否需要做知识经验准备，哪些内容是重难点，关注文字，培养幼儿的词素意识。最后来设计具体的教学活动，第一课时、第二课时、第三课时如何开展。

　　下午，我们进行了互动式的交流培训，所有的老师分为几大组，一同分析设计两个绘本内容，再进行交流，最后由刘老师总结。在相互讨论的过程中，教师们积极参与，结合自己的教学行为，在梳理、研讨的过程中，使我们对分享阅读教学有了更加清晰地认识，对幼儿园更好地开展分享阅读教学有着积极的推进作用。

Kindergarten Sharing Experience What to Say Part 6

　　On August 18th, I attended the analysis reading training held by Wujin New City Sunshine Kindergarten with Ms. Jin and Ms. Qi, and the teacher who gave us the training was Ms. Liu Ting from Yiyang Education Research Institute. The main content of this training included the basic theoretical knowledge of shared reading and the analysis of shared reading books. The one-day training left a deep impression on me, and I will talk about my feelings below.

　　In the morning, Ms. Liu gave us a brief introduction to what shared reading is and how to design shared reading instruction. She said there are three basic concepts of reading:

　　1. Reading, in all materials, in all forms and at all ages.

　　2. Early reading, which refers to reading for preschoolers; and

　　3, Sharing reading means cultivating young children's interest in reading and improving their reading skills.

　　And there are three goals of shared reading:

　　1. Cultivate young children's reading interests and habits.

　　2. Develop the reading skills of young children.

　　3. Help children transition from dependent to independent reading.

　　Ms. Liu also gave us two examples: the small class picture book I Like to Jump and the large class picture book Smart Chicken, from which she analyzed the 'several characteristics' of shared reading books. The pictures of the shared reading books are rich in information and support the development of young children's reading thinking strategies; the text is based on young children's oral experience, which is conducive to the promotion of young children's language development; the ending is humorous and open; and the genres are varied, which is conducive to enriching young children's reading experience.

　　Share The process of reading book analysis is skimming → analyzing → designing. That is to say, when you get a reading book, you first have to skim through it to know the general idea as well as the value of the reading book. Then we analyze whether the children need to be prepared for the knowledge and experience of this activity, which contents are the key points, focus on the text, and cultivate the children's awareness of the word elements. Finally, we will design the specific teaching activities and how to carry out the first, second and third lessons.

　　In the afternoon, we had an interactive exchange training. All the teachers were divided into several groups, analyzing and designing the contents of the two picture books together, then exchanging, and finally summarized by Ms. Liu. In the process of mutual discussion, teachers actively participated in the process, combined with their own teaching behavior, in the process of sorting out and discussing, so that we have a clearer understanding of shared reading teaching, and it has a positive role in promoting kindergarten to better carry out shared reading teaching.

幼儿园分享心得体会说些什么 篇7

　　4月22日上午，丽岙中心幼儿园送课给我们幼儿园。第一节课是大班语言教学活动《爷爷一定有办法》，第二节课是中班语言教学活动《喷嚏狗和唱歌猫》，第三节课是大班的绘本阅读《狐狸爸爸鸭儿子》，第四节课是中班的绘本阅读《超级PK赛》。这四节课教师的表情很到位，上得都非常的有活力有气氛，让幼儿兴趣很高。教师用幽默的话语使课堂上充满了欢笑。从中我也发现我有很多的不足之处，觉得自己要向他们好好学习，提高自身的素质。

　　通过这次的听课我也有一些体会：第一点，教师的教学设计一定要有创意，让幼儿体会到学习来源于生活，这样幼儿才有兴趣听你上课。第二点，教学方法一定要灵活多样，要使一节课上得轻松，幼儿学习起来有激情，不但要教师选材好，准备充分，使用教具合理。更重要的是教师首先要有激情，语言要惕切，易于与幼儿交流。

　　作为一名幼儿教师，这一切还只是个开端，今后的工作对于我而言，将是充满挑战性和意义性的，我需要在实际工作不断去学习、去观摩、去实践，我想只要有这样的一份恒心，万事是难不到我的！

　　上周五观摩了十里铺爱心幼儿园，进入幼儿园映入眼帘的整洁优美的校园环境，操场上整齐摆放孩子们户外活动的材料让我的感受到户外活动的多样性。

　　走进幼儿园大厅让我深深地感受到这里真的是孩子们的世界，大厅里布满了充满的天真纯洁孩子们的作品，楼梯两侧孩子们的作品警示着我们正确上下楼梯方法，教师和孩子们富有创意的美术作品装饰着室内的每一个角落，让我处处感觉到很微妙和奇特。

　　顺着观摩的人群走进不同年龄班的活动室，看到幼儿园教师暖暖的微笑、亲切的话语、形象的肢体语言，无一不在向孩子们传递着爱的讯息。各年龄班班里活动区角的划分和设计很清晰，可操作性的材料很丰富，废旧材料的利用很巧妙，孩子们的作品展示精致。每个班级的养成教育在相应的墙饰展示影响着孩子们行为。整个集体教育教学活动组织的环节组织实施中能较准确的.把握幼儿的年龄特点，关注全体幼儿、思路清晰，活动材料准备丰富，尊重孩子们的想法，让幼儿充分体验动手操作和记录结果，孩子们的学习态度积极，通过自由尝试和体验能的够在教师设计的活动中理解活动内容。从整个活动来看，目标的达成度较好，重、难点突出，整个活动幼儿都处于积极的状态，活动注重动静结合，由易到难，最大程度的激发了幼儿参与活动的兴趣。

　　伴着悦耳的音乐孩子们在老师有序的引导下开始了活动区的游戏活动，打乱年龄界限的取悦活动，我还是第一次观摩。在观摩过程中让我深深地感的受到幼儿园里整个空间的利用非常合适，区域环境符合幼儿年龄特点设计优美和谐，活动区的活动材料丰富多样、废旧材料摆放合理、设计利用的巧妙。每个活动区材料的使用年龄特点明确，层次清楚，通过观察和文字提示能够满足不同年龄段的游戏需要。观摩过程中我看到孩子们非常有序的接伴游戏，教师的指导有针对性，游戏中幼儿遇到的问题教师分年龄段采用不同的方式引导幼儿解决问题。

　　音乐声的再次响起，提示着孩子们活动区游戏的结束，孩子和老师们有序的收放和整理玩具和材料，让我再次感受到加强常规培养的必要性。户外和做操孩子们在不同音乐的伴随下分阶段有序地进行队列和间操活动，教师和孩子们的精神饱满、动作到位深深感染了我。

　　通过本次观摩活动让我感受到幼儿园的大环境以幼儿作品为主，不但能展现孩子们的发展水平，还能让孩子们感受到真的是生活在自己的世界里。这种打破年龄界限的区域活动，充分利用各班资源方式扩大孩子们相互了解和交往范围，孩子们在游戏和操作过程中能有以大带小，让他们在平等的关系中互相学习和指导。学习的时间总是短暂的，可带给我的思考是长久的。今后在自己的实际教学工作中，我要学会不断反思，选择有效的教育方法，注重因材施教。在组织和设计活动时，要充分挖掘幼儿潜能，创造一个丰富、多样的，可供选择的，有启发性的环境，提供多种方法，寓教于乐。

Kindergarten Sharing Experience What to Say Part 7

　　In the morning of April 22nd, Lizao Center Kindergarten sent lessons to our kindergarten. The first lesson was the language teaching activity "Grandpa must have a way" for the older class, the second lesson was the language teaching activity "Sneezing Dog and Singing Cat" for the middle class, the third lesson was the picture book reading "Fox Father Duck Son" for the older class, and the fourth lesson was the picture book reading "Super PK Race" for the middle class. The teacher's expression was on point in these four lessons, and all of them were very energetic and atmospheric, which made the children's interest very high. Teachers used humor to make the classroom full of laughter. I also found that I have a lot of shortcomings, and I think I need to learn from them to improve my own quality.

　　I also have some experience through this lesson: First, the teacher's teaching design must be creative, so that children can realize that learning comes from life, so that children will be interested in listening to your lessons. The second point is that teaching methods must be flexible and varied. To make a lesson easy and children learn with passion, not only do teachers need to choose materials well, be well-prepared and use reasonable teaching aids. More importantly, the teacher should be passionate, and his/her language should be alert and easy to communicate with the children.

　　As a kindergarten teacher, all this is just a beginning, the future work for me will be full of challenging and meaningful, I need to continue to learn, to observe and practice in the actual work, I think that as long as there is such a persistent, all things are not difficult for me!

　　Last Friday, we observed the Shilipu Love Kindergarten. The neat and beautiful campus environment and the materials for children's outdoor activities neatly placed on the playground made me feel the diversity of outdoor activities.

　　Walking into the hall of the kindergarten made me deeply feel that this is really the world of children, the hall is full of innocent and pure children's works, the children's works on both sides of the stairs warn us about the correct way to go up and down the stairs, the teachers and the children's creative works of art decorating every corner of the room, making me feel very subtle and peculiar everywhere.

　　Following the crowd of observers into the activity rooms of different age classes, we saw that the warm smiles, kind words and figurative body language of the kindergarten teachers were all conveying the message of love to the children. The division and design of the activity corners in the classes of different age groups were clear, the operable materials were abundant, the waste materials were skillfully utilized, and the children's works were exquisitely displayed. In each classroom, the education on parenting was displayed on the corresponding wall decorations to influence the children's behavior. The entire collective education and teaching activities organized in the organization and implementation of the links can be more accurate. Grasp the age characteristics of young children, pay attention to all children, clear thinking, rich preparation of activity materials, respect for the children's ideas, so that children fully experience hands-on operation and record the results of the children's learning attitude is positive, through the free to try and experience to be able to understand the content of the activity in the activities designed by the teacher. From the perspective of the whole activity, the degree of achievement of the objectives is good, the important and difficult points are prominent, the whole activity of the children are in a positive state, the activity focuses on the combination of static and dynamic, from the easy to the difficult, and maximize the stimulation of children's interest in participating in the activity.

　　Accompanied by pleasant music children in the teacher's orderly guidance began the activity area of the game activities, disrupting the age boundaries of the pleasures of the activities, I was the first time to observe. In the process of observation, I deeply felt that the use of space in the kindergarten is very appropriate, the regional environment in line with the age of the children's characteristics of the design of beautiful and harmonious, rich and varied activities in the activity area of the activity materials, waste materials are placed reasonably, the design of the use of ingenious. The materials used in each activity area are clearly characterized by age, with clear hierarchies, and can meet the play needs of different age groups through observation and textual hints. During the observation process, I saw that the children were playing with each other in a very orderly manner, the teachers' guidance was targeted, and the teachers guided the children to solve the problems they encountered in the games in different ways according to their age groups.

　　The sound of music again signaled the end of the children's play in the activity area, and the orderly putting away and organizing of toys and materials by the children and teachers made me feel the necessity of strengthening the cultivation of routines once again. Outdoor and exercise children in the different music accompanied by the orderly marching and inter-exercise activities in different stages, teachers and children's full of spirit, movement in place deeply infected me.

　　Through this observation activity, I feel that the kindergarten environment is based on children's works, which not only can show the children's developmental level, but also let the children feel that they are really living in their own world. This kind of regional activities that break the age boundaries, make full use of the resources of each class to expand the scope of children's mutual understanding and interaction, children in the process of play and operation can have a big to bring the small, so that they learn from each other and guide each other in an equal relationship. Learning time is always short, but it brings me long-lasting thinking. In the future, in my actual teaching work, I will learn to reflect constantly, choose effective educational methods, and focus on teaching according to the abilities of the students. When organizing and designing activities, we should fully explore the potential of children, create a rich, diverse, alternative and inspiring environment, and provide a variety of methods to make teaching fun.

幼儿园分享心得体会说些什么 篇8

　　记得来来刚满一岁的时候，我给他买了第一套书《小熊宝宝》绘本。从那时起，我们就开始了亲子阅读的历程。现在转眼三年过去了，来来从最初的咬书、撕书、玩书，到现在逐渐爱上了阅读，成了一个喜欢读书的孩子。在引导来来读书的过程中，我有以下几点体会：

　　一、抛开功利心理，不当“提问大王”。

　　也许很多人觉得，阅读是一种学习的手段，是为了让孩子认识更多的字，掌握更多的知识。在这方面，我的想法比较简单，就是抛开功利心理，只问耕耘，不问收获，注重培养孩子读书的兴趣和习惯，象做游戏、玩玩具一样，让阅读也成为孩子生活中一件快乐的事情。所以，为了不让来来对阅读产生反感和厌倦心理，在陪孩子阅读的过程中，我尽量不提任何问题，只是全身心地、绘声绘色地大声读书给来来听。当然，随着来来逐渐长大，他有时非常喜欢参与到阅读的过程中来，我也不会反对。比如我们最近在读《小饼干的大道理》这本书，书中以饼干为例，解释了很多词语的含义，比如“耐心、自豪”等等。每次读完书上对一个词的解释后，我都会自己再举一个另外的例子解释这个词。没想到来来也不甘示弱，非要以自己最喜爱的.汽车为例也造个句。比如来来对“合作”的解释是：“我在停车，你在旁边看着停车位指挥我。”对“耐心”的解释是：“给汽车加油的时候，我等啊等，一直等到加完油”。另外，在读书的过程中，我一般不指着字念，也很少考来来认不认识哪个字，顶多让他念一念书名。来来在认字方面似乎也不敏感，到现在也不认识几个字，但我并不着急，我觉得只要来来喜欢读书就足够了。

　　二、尊重孩子，让孩子成为亲子阅读的主导。

　　我给来来买书比较多，也比较慎重，尽量买适合来来的书和比较经典的绘本、科普书。但即使这样，也不是所有的书拿回家后来来都喜欢，有些书甚至没有看上一眼就被打入了冷宫。遇到这样的情况，我一般不强求，因为孩子是阅读的主导，大人应当真正尊重孩子的阅读兴趣和喜好，而不是硬逼着孩子去接受和喜欢大人所谓的好书、有用的书。在陪孩子阅读的过程中同样要以孩子为主导，尽量尊重孩子的想法。比如，有些孩子语言能力很强，很小就能将听过的故事复述下来，我也觉得这确实是一件了不起的事情，但来来不是这样的孩子，到现在还不会复述故事甚至对复述故事很反感，所以在这方面我从不强求，而且我发现，大人看书是要搞明白这本书讲的是什么事，而孩子并不关注书的主题，反而经常会对书中的一个小插图、小细节或者对模仿书中一句话、一个场景产生兴趣，尤其是孩子小的时候这一点尤为突出。所以来来两三岁的时候，我很难不间断地讲完一本书，中途经常会被来来的突发奇想或即兴表演打断，这时候我通常会融入到孩子的兴趣中，而不是硬把孩子拉回主题，因为那样做的结果只会让孩子对阅读失去兴趣。

　　三、创造良好的氛围，培养孩子的阅读兴趣。

　　如果把电视和书本同时摆在眼前，孩子毫无疑问会选择电视，别说孩子，大人恐怕也是这样。所以为了排除电视的干扰，我们家几乎从来不开电视，慢慢地来来也习以为常，从不主动要求开电视。现在来来除了每天玩半个小时的IPAD游戏，其他时间就是玩玩具、看书。我们家的书架是开放式的，来来可以很方便地选书拿书。另外在来来经常活动的地方包括桌子上、床上一般都会摆着几本书，来来可以随时拿起来看。每天晚上睡觉前是固定的亲子阅读时间，我们俩人会各选一本书，由我讲给来来听。有时我的工作很繁忙，也很想倒头就睡，但一看到来来选了书的喜悦，感受到来来阅读的热情，自己也会不自觉地投入其中，和来来一同享受这一段美光的睡前时光。

　　四、大人真正投入，与孩子一起分享阅读的快乐。

　　孩子其实是非常敏感的，作任何事情，大人的情绪都会影响到孩子。读书也是一样。如果大人将给孩子读书当成是一项任务，为完成任务而阅读，孩子是一种感受。如果大人将亲子阅读当成是自身需要，真正投入其中，和孩子一起分享阅读的乐趣，孩子一定是另外一种感受。其实，当大人真正沉浸到童书中之后，会发现童书中也有很深的意境，也能悟出许多做人做事的道理。比如看《我的爸爸叫焦尼》一书，焦尼和爸爸在一起的骄傲和满足让我深深感动，从而更加珍惜自己的家庭;看《小房子变大房子》一书，让我知道要珍惜眼前的一切，用一种平常心对待自己的工作和生活。

　　以上是我在陪孩子阅读过程中一点浅显的体会，不当之处，请指正。

Kindergarten Sharing Experience What to Say Part 8

　　I remember when Lai Lai first turned one, I bought him his first set of books, the Baby Bear picture books. Since then, we have been on a journey of parent-child reading. Now three years have passed, Lai Lai from the initial biting, tearing, playing with books, to now gradually fell in love with reading, become a child who likes to read. In the process of guiding Lai Lai to read, I have the following experiences:

　　First, put aside the utilitarian mentality, not the "king of questions".

　　Perhaps many people think that reading is a means of learning and is meant to enable children to recognize more words and acquire more knowledge. In this regard, my idea is relatively simple, that is, put aside the utilitarian mentality, only ask for cultivation, do not ask for harvest, focus on cultivating the child's interest in reading and habit, like doing games, playing with toys, so that reading has become a happy thing in the child's life. Therefore, in order to prevent Lai Lai from becoming disgusted and tired of reading, I try not to ask any questions during the process of reading with my child, but just read aloud to Lai Lai with all my heart and soul and in a colorful manner. Of course, as Lai Lai grows older, he sometimes likes to participate in the reading process, and I won't object. For example, we've recently been reading the book "Cookie's Big Story", which uses cookies as an example and explains the meaning of many words, such as "patience, pride", etc. Each time we read a word in the book, it explains the meaning of the word "patience". Every time I read an explanation of a word in the book, I would give myself another example of that word. I didn't expect that Lai Lai would be willing to make a sentence about his favorite word. He wanted to make a sentence about his favorite car. For example, Lai Lai's explanation of "cooperation" is: "I'm parking the car, and you're watching the parking space and directing me." Patience" is: "When I put gas in the car, I waited and waited until I finished filling the tank. In addition, in the process of reading, I usually do not point to the words, and seldom test Lai Lai to see if he recognizes any word, but at most let him read the title of the book. Lai Lai seems to be insensitive in recognizing words, and does not know several words even now, but I am not anxious, I think as long as Lai Lai likes to read, it is enough.

　　Second, respect the child and let the child be the leading parent-child reader.

　　I buy more books for Lai Lai, and I am also more careful, trying to buy books that are suitable for Lai Lai and more classic picture books and science books. But even so, not all the books that Lai Lai likes, and some of them are not even looked at before they are put into the cold room. Encountered such a situation, I generally do not force, because the child is the leading reading, adults should really respect the child's reading interests and preferences, rather than forcing the child to accept and like the adults so-called good books, useful books. In the process of reading with the child should also be child-led, try to respect the child's ideas. For example, some children have strong language skills and can retell the stories they have heard at a very young age, which I also think is really a great thing, but Lai Lai is not such a child, and he still can't retell the story or even has an aversion to retelling the story, so I never force him to do so. Moreover, I found that while adults read a book in order to figure out what is going on in the book, a child doesn't pay attention to the theme of the book, but instead Often a small illustration in the book, small details or to imitate a sentence in the book, a scene to generate interest, especially when the child is small this is particularly prominent. So when Lai Lai was two or three years old, it was difficult for me to finish a book without interruption, and I was often interrupted by Lai Lai's whims or improvisations, and then I would usually get involved in the child's interests instead of pulling the child back to the topic, because that would only result in the child losing interest in reading.

　　Third, create a good atmosphere to cultivate children's interest in reading.

　　If you put a TV and a book in front of you at the same time, there is no doubt that the child will choose the TV, not to mention the child, and I'm afraid that adults are also like that. Therefore, in order to eliminate the interference of TV, our family almost never turn on the TV, and gradually Lai Lai has also become accustomed to it, and never asked to turn on the TV. Now Lai Lai plays IPAD games for half an hour every day, and spends the rest of his time playing with toys and reading books. Our bookshelves are open, so Lai Lai can choose and get books easily. In addition, there are a few books on the table and bed where Lai Lai often moves around, so he can pick them up and read them at any time. Every night before bedtime is a regular parent-child reading time, we will both choose a book and I will read it to Lai Lai. Sometimes I am very busy at work and want to go to sleep, but when I see Lai Lai's joy in choosing a book and feel her passion for reading, I will unconsciously get involved and enjoy this beautiful bedtime with Lai Lai.

　　Fourth, adults really get involved and share the joy of reading with their children.

　　Children are actually very sensitive, and anything they do, the emotions of the adults will affect them. The same goes for reading. If the adult will read to the child as a task, in order to complete the task of reading, the child is a feeling. If adults take parent-child reading as their own needs, really into it, and share the joy of reading with their children, the children must be another feeling. In fact, when adults are really immersed in children's books, they will find that children's books also have a very deep meaning, but also can learn a lot of reasons to do things. For example, when I read the book "My father's name is Joni", I was deeply moved by the pride and satisfaction of Joni and his father, which made me treasure my own family more; reading the book "Small House to Big House" let me know that I should treasure everything in front of me, and treat my own work and life with a kind of normal heart.

　　The above is a little superficial experience in the process of reading with my children, inappropriate, please correct me.

幼儿园分享心得体会说些什么 篇9

　　莎士比亚有一句读书名言：书籍是全世界的营养品!现在，海天不仅可以吸收物质营养，而且可以自己吸取精神营养了。但这个成果，对我来说，来得不容易。今天在这里，我就主要讲一下自己如何引导孩子爱上阅读的心路历程。

　　在海天上小学前，身体不好，扁桃体老是发炎，三天两天的感冒。所以，在孩子幼儿园阶段，我基本上是为孩子的身体健康付出的多，为孩子阅读做的少。所以，当别人的孩子从小就爱阅读，而我的孩子这方面兴趣不大的时候，确实有些着急。

　　等孩子上小学了，开了几次家长会，才意识到阅读的`重要性，于是想到要“亡羊补牢”。急急地在书店买了很多的书给孩子读，家里的书装了一层书架。但孩子看起来除了完成老师布置的作业外，对玩具更感兴趣，对阅读还是没有热情。

　　回想起来，刚开始的`时候有些“病急乱投医”，买了许多图画书，孩子随便翻翻，再不理会。在多次反思之后，才发现自己做得不够细致，心也太急。

　　没有办法，于是冷静下来，开始为孩子制定一套读书方案，以引导孩子爱上阅读。我把引导孩子阅读兴趣分为三个阶段：妈妈带读，没有压力随兴趣阶段;妈妈陪读，启发提问阶段;孩子自主阅读阶段。

　　第一阶段，我坚持与孩子一起读那些很简单的容易理解的书。在这个阶段，我带读的时候，有时模仿书里各种角色的声音说话，逗得孩子大笑，他自己也想学着那个腔调，跟妈妈一起读。

　　第二阶段，陪孩子读那些与他们年龄段相符的书，并提问书中的内容。例如，我陪孩子一起读一年级的小豆豆与二年级的小豆豆，一个人读一段，轮流来。我读的时候，要他听，然后我学电视上的竞猜提问，看他是否能回答正确。他读的时候，我静听，然后他有权力提问让我来回答。有时我故意答错，他便急着把正确答案告诉我。这样他把妈妈难倒了，很有成就感。在读了小豆豆以后，孩子开始喜欢上阅读了。特别是他好象突然找到了新朋友，觉得小豆豆有些想法就是他想到的，自己很喜欢小豆豆。

　　第三阶段，培养孩子自主阅读。这个阶段，一定要买孩子感兴趣的书。因为没有了“阅读拐杖”，若无兴趣孩子就会放弃。有一天，我买了杨红缨的《淘气包马小跳——四个调皮蛋》，陪孩子一起读，还读出声音来。没想到孩子嫌我这样速度慢。然后他自己默读，就利用三天业余时间读完了。刚开始我以为他走马观花，然后用脑筋急转弯的方式问了他一些与书中内容有关的问题，他都一一答对了。这时，我才确信，他是真的自己把书读完了。在第一本与马小跳有关的书读完后，孩子对我说：“妈妈，马小跳好好看的，帮我把其它的马小跳的书也买回来吧?”我当然毫不含糊，当即在网上又买了15本。

　　回想孩子在读《淘气包马小跳——四个调皮蛋》的时候，那高兴劲，我现在仍难忘。有一次，他读到感兴趣的地方，我正在炒菜，他拿着书过来，念那些搞笑的段落给我听，然后又在那儿哈哈大笑。至此，我发现自己可以放手了。

　　现在，海天可以自己阅读，我基本上不需要当他的“拐杖”了。虽然如此，我想以后还是会与他一起读一些文学名著，一起来探讨书中的内容，以增加读书的深度，也享受亲子阅读的乐趣。

Kindergarten Sharing Experience What to Say Part 9

　　Shakespeare has a famous saying about reading: Books are the nourishment of the world! Now, Haitian can not only absorb material nourishment, but also spiritual nourishment on its own. But this achievement, for me, did not come easily. Today here, I will focus on my own journey of how I guided my children to fall in love with reading.

　　Before Haitian's elementary school, she was not in good health, her tonsils were always inflamed and she had colds for three days and two days. Therefore, during my child's kindergarten years, I basically paid more for my child's physical health and did less for my child's reading. Therefore, I was a bit anxious when other people's children grew up loving to read, while my child had little interest in this area.

　　When my child started elementary school, I had several parent-teacher conferences and realized the importance of reading, so I thought of "mending the fold". I bought a lot of books in the bookstore to read to my child, and my house was filled with books on the shelves. However, the child seems to be more interested in toys than completing the homework assigned by the teacher, and is still not enthusiastic about reading.

　　In retrospect, at the beginning, I was a bit "anxious to do something", and I bought many picture books, which my children just flipped through and ignored. After much reflection, I realized that I had not been careful enough and had been too hasty.

　　There is no way, so calm down, began to develop a set of reading program for the child, in order to guide the child to love reading. I guide the child's interest in reading is divided into three stages: mom with reading, no pressure with the interest stage; mom with reading, inspired by the stage of questioning; the child independent reading stage.

　　In the first stage, I insisted on reading with my child books that were very simple and easy to understand. At this stage, when I lead the reading, I sometimes mimic the voices of the various characters in the book and make my child laugh so much that he himself wants to learn that accent and read along with his mom.

　　In the second stage, read with your child those books that match their age group and ask questions about the books. For example, I read Little Bean in first grade with my child versus Little Bean in second grade, with one person reading a paragraph and taking turns. When I read, I ask him to listen, and then I ask questions like the quiz on TV to see if he can answer correctly. When he reads, I listen quietly, and then he has the power to ask questions for me to answer. Sometimes I purposely answer wrong and he rushes to tell me the correct answer. This was a great sense of accomplishment as he made it difficult for his mom. After reading Little Bean, my child began to enjoy reading. Especially he seemed to have found a new friend suddenly, and felt that some of Little DouDou's ideas came to him, and he liked Little DouDou very much.

　　The third stage is to train your child to read on his or her own. At this stage, it is important to buy books that interest the child. Because there is no "reading cane", if not interested in the child will give up. One day, I bought Yang Hongying's "naughty horse jumps - four naughty eggs", read with the child, but also read out the sound. I didn't realize that my child disliked me for being so slow. Then he read it silently by himself and finished it in his spare time in three days. At first, I thought he was just going through the motions, and then I asked him some questions related to the content of the book in a brain teaser way, and he answered them all correctly. That's when I was convinced that he had really finished the book on his own. After the first book related to Ma Xiaoping was finished, the child said to me, "Mom, Ma Xiaoping is good, help me buy the other Ma Xiaoping books too, right?" Of course I was unambiguous and immediately bought another 15 books online.

　　I still can't forget how happy my child was when he was reading "Naughty Boy Ma Xiaojump - The Four Naughty Boys". Once, when he was reading something of interest and I was stir-frying, he came over with the book, read the funny passages to me, and then laughed out loud there again. By this point, I realized I could let go.

　　Now that Haitian can read on his own, I don't need to be his "crutch" anymore. Nevertheless, I would like to read some famous literature with him in the future, and discuss the contents of the books together, so as to increase the depth of reading, and also enjoy the fun of parent-child reading.

幼儿园分享心得体会说些什么 篇10

　　3月下旬,我和园长到雾都重庆,参加分享阅读举办国民阅读与儿童早期阅读教育发展论坛。在这次的学习中，我认为有以下几个方面值得我们关注。

　　一、园本教研活动

　　这是重庆新村幼儿园分享阅读教研组展示的教研活动《阅读教研活动中教师回应策略的研究》。这个教研活动的形式是调查统计(教研前就准备好了)、参与式培训(每位教师都要准备发言材料)、课例分析(教研前教师们已看过课例，教研中在回看)、小组竞赛(讨论，设计图表，阐述组内观点)。最值得学习的是课例分析环节，让教师分组讨论幼儿有哪些行为表现?教师分别运用了哪些回应策略?教师讨论后陈述讨论结果。

　　二、基于平衡教学法的综合性语言教学模式

　　这是这次论坛上奕阳教育研究院黎铮提出来的新的教学模式，强调平衡教学法内容和方法的平衡;如何平衡呢?要全面考虑幼儿学会读写所需的各种条件，在内容和方法两个方面上都实现基本读写技能和真实读写环境的平衡。

　　三、管理学生一样管理教师的读书这是重庆飞士幼儿园杨园长提出的，要求教师精读分享阅读教材，把握课程体系，深入挖掘教育价值，研究课堂，让幼儿的学习、教师的学习更有意义，要关注教育教学实践中的共性问题，进行问题研究。每位进入飞士幼儿园的`老师都要写当我跨进飞士幼儿园的时候的文章;每位老师每月都要写读书笔记，每学期都要评选阅读明星、书香班级书香教师等，谈谈阅读体会，每班有分享阅读主题墙，每班都要开展小书制作，餐后午睡前都要给幼儿进行朗读，在每班抽查五名幼儿检查幼儿的听读说掌握的情况。并强调要与考勤考核挂钩。

Kindergarten Sharing Experience What to Say Part 10

　　In late March, the director and I went to the foggy city of Chongqing to participate in a forum on national reading and the development of early childhood reading education organized by Share Reading. In this learning experience, I think there are several aspects that deserve our attention.

　　I. Campus-based teaching and research activities

　　This is Chongqing Xincun Kindergarten sharing the teaching and research activity "Research on Teacher Response Strategies in Reading Teaching and Research Activities" presented by the Reading Teaching and Research Group. The format of this teaching and research activity was survey and statistics (prepared before the teaching and research), participatory training (each teacher had to prepare presentation materials), lesson example analysis (teachers had read the lesson examples before the teaching and research and were looking back during the teaching and research), and group competition (discussion, designing charts and graphs, and articulating the group's viewpoints). The most worthwhile learning was the lesson example analysis session, in which teachers were asked to discuss in groups what behaviors were exhibited by the children? What response strategies did the teachers use individually? Teachers discuss and then present their findings.

　　II. Comprehensive Language Teaching Model Based on Balanced Pedagogy

　　This is the new teaching model proposed by Li Zheng of the Yiyang Education Research Institute at the forum, which emphasizes the balance of content and method in the balanced pedagogy; how to balance it? It is important to consider all the conditions needed for children to learn to read and write, and to achieve a balance between basic reading and writing skills and an authentic reading and writing environment in both content and method.

　　Third, the management of students as much as the management of teachers' reading this is the Chongqing Feishi Kindergarten Yang director proposed, requiring teachers to intensively share reading materials, grasp the curriculum system, dig deeper into the educational value of the classroom, research, so that young children's learning, the teacher's learning is more meaningful, to focus on education and teaching practices in the common problems, the issue of research. Every `teacher who enters the Fei Shi kindergarten should write when I cross into the Fei Shi kindergarten article; every teacher should write reading notes every month, every semester to select the reading star, book class book teachers, etc., talk about the reading experience, every class has a sharing reading theme wall, every class should carry out the production of a small book, read aloud to the children after the meal and before the nap, in each class sampling of five young children to check the young children's listening to read and say The children should be read aloud to the children before meals and naps. And it is emphasized that it should be linked to the attendance assessment.

结语： 亲爱的家长朋友们，今天我想与大家分享一下作为一位小编在幼儿园的心得体会。在这里，我不仅见证了孩子们的成长，也感受到了教育的力量。从每天的点滴中，我看到了孩子们对知识的渴望、对世界的好奇以及他们纯真的笑容。这些宝贵的经历让我更加坚信，教育不仅是知识的传授，更是心灵的触摸和生命的启迪。让我们携手共育，让每一个孩子都能在快乐中成长，成为更好的自己。感谢大家的聆听和支持！

Conclusion: Dear parents and friends, today I would like to share with you my experience as an editor in kindergarten. Here, I have not only witnessed the growth of the children, but also felt the power of education. From the daily bits and pieces, I saw the children's desire for knowledge, their curiosity about the world and their innocent smiles. These valuable experiences make me more convinced that education is not only the transmission of knowledge, but also the touch of the heart and the enlightenment of life. Let's work hand in hand to educate together so that every child can grow up in happiness and become a better version of themselves. Thank you for your listening and support!