幼儿在阅读知识类图画书活动中记录策略的运用

Usage of Record Strategy in the Early Reading Activities about the Information Picture Books

幼儿在阅读知识类图画书活动中运用直观、简洁、生动的记录策略有助于其更好地理解图画书的内容。但幼儿容易出现缺乏记录的主动性、不明确要记录的内容是什么以及不了解记录的方法等问题。教师可通过三个不同阶段不同的记录策略，即记录前的讨论与提示、记录过程中的观察与指导、记录完成后的分享与讨论，对幼儿的记录策略运用进行引导。

It is helpful for young children to comprehend the content and the structure of the information picture books by using the intuitive, concise and lively record strategy. But young childre,n are prone to some recording problems, such as lack of the recording initiative, dim awareness of the recording content and ignorance of recording methods. Teachers can adopt different skills to guide children to use the record strategy in the following three separate phases： discussion and prompt before recording, observation and instruction during recording, and sharing and debate after recording.