What is professional learning community
What Is a “Professional Learning Community”?
Richard DuFour
To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.
The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, and so on. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning.
The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, “This too shall pass.”
The movement to develop professional learning communities can avoid this cycle, but only if educators reflect critically on the concept’s merits. What are the “big ideas” that represent the core principals of professional learning communities? How do these principles guide schools’ efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?
Big Idea #1: Ensuring That Students Learn
The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
School mission statements that promise “learning for all” have become a cliché. But when a school staff takes that statement literally—when teachers view it as a pledge to ensure the success of each student rather than as politically correct hyperbole—profound changes begin to take place. The school staff finds itself asking, What school characteristics and practices have been most successful in helping all students achieve at high levels? How could we adopt those characteristics and practices in our own school? What commitments would we have to make to one another to create such a school? What indicators could we monitor to assess our progress? When the staff has built shared knowledge and found common ground on these questions, the school has a solid foundation for moving forward with its improvement initiative.
As the school moves forward, every professional in the building must engage with colleagues in the ongoing exploration of three crucial questions that drive the work of those within a professional learning community:
?What do we want each student to learn?
?How will we know when each student has learned it?
?How will we respond when a student experiences difficulty in learning?
The answer to the third question separates learning communities from traditional schools.
Here is a scenario that plays out daily in traditional schools. A teacher teaches a unit to the best of his or her ability, but at the conclusion of the unit some students have not mastered the essential outcomes. On the one hand, the teacher would like to take the time to help those students. On the other hand, the teacher feels compelled to move forward to “cover” the course content. If the teacher uses instructional time to assist students who have not learned, the progress of students who have mastered the content will suffer, if the teacher pushes on with new concepts, the struggling students will fall farther behind.
What typically happens in this situation? Almost invariably, the school leaves the solution to the discretion of individual teachers, who vary widely in the ways they respond. Some teachers conclude that the struggling students should transfer to a less rigorous course or should be considered for special education. Some lower their expectations by adopting less challenging standards for subgroups of students within their classrooms. Some look for ways to assist the students before and after school. Some allow struggling students to fail.
When a school begins to function as a professional learning community, however, teachers become aware of the incongruity between their commitment to ensure learning for all students and their lack of a coordinated strategy to respond when some students do not learn. The staff addresses this discrepancy by designing strategies to ensure that struggling students receive additional time and support, no matter who their teacher is. In addition to being systematic and schoolwide, the professional learning community’s response to students who experience difficulty is:
?Timely. The school quickly identifies students who need additional time and support.?Based on intervention rather than remediation. The plan provides students with help as soon as they experience difficulty rather than relying on summer school, retention, and remedial courses.
?Directive. Instead of inviting students to seek additional help, the systematic plan requires students to devote extra time and receive additional assistance until they have mastered the necessary concepts.
The systematic, timely, and directive intervention program operating at Adlai Stevenson High School in Lincolnshire, Illinois, provides an excellent example. Every three weeks, every student receives a progress report. Within the first month of school, new students discover that if they are not doing well in a class, they will receive a wide array of immediate interventions. First the teacher, counselor, and faculty advisor each talk with student individually to help resolve the problem. The school also notifies the student’s parents about the concern. In addition, the school offers the struggling student a pass from study hall to a school tutoring center to get additional help in the course. An older student mentor, in conjunction with the struggling student’s advisor, helps the student with homework during the student’s daily advisory period.
Collaborative teacher conversations must quickly move beyond “What are we expected to teach?” to “How will we know when each student has learned?”
Any student who continues to fall short of expectations at the end of six weeks despite these interventions is required, rather than invited, to attend tutoring sessions during the study hall period. Counselors begin to make weekly checks on the struggling student’s progress. If tutoring fails to bring about improvement within the next six weeks, the student is assigned to a
daily guided study hall with 10 or fewer students. The guided study hall supervisor communicates with classroom teachers to learn exactly what homework each student needs to complete and monitors the completion of that homework. Parents attend a meeting at the school at which the student, parents, counselor, and classroom teacher must sign a contract clarifying what each party will do to help the student meet the standards for the course.
Stevenson High School serves more than 4,000 students. Yet this school has found a way to monitor each student’s learning on a timely basis and to ensure that every student who experiences academic difficulty will receive extra time and support for learning.
Like Stevenson, schools that are truly committed to the concept of learning for each student will stop subjecting struggling students to a haphazard education lottery. These schools will guarantee that each student receives whatever additional support he or she needs.
Big Idea #2: A Culture of Collaboration
Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
Despite compelling evidence indicating that working collaboratively represents best practice; teachers in many schools continue to work in isolation. Even in schools that endorse the idea of collaboration, the staff’s willingness to collaborate often stops at he classroom door. Some school staffs equate the term “collaboration” with congeniality and focus on building group camaraderie. Other staffs join forces to develop consensus on operational procedures, such as how they will respond to tardiness or supervise recess. Still others organize themselves into committees to oversee different facets of the school’s operation, such as discipline, technology, and social climate. Although each of these activities can serve a useful purpose, none represents the kind of professional dialogue that can transform a school into a professional learning community.
The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement.
Collaborating for School Improvement
At Boones Mill Elementary School, a K-5 school serving 400 students in rural Franklin County, Virginia, the powerful collaboration of grade-level teams drives the school improvement process. The following scenario describes what Boones Mill staff members refer to as their teaching-learning process.
The school’s five 3rd grade teachers study state and national standards, the district curriculum guide, and student achievement data to identify the essential knowledge and skills that all students should learn in an upcoming language arts unit. They also ask the 4th grade teachers what they hope students will have mastered by the time they leave 3rd grade. On the basis of the shared knowledge generated by this joint study, the 3rd grade team agrees on the critical outcomes that they will make sure each student achieves during the unit.
Next, the team turns its attention to developing common formative assessments to monitor each student’s mastery of the essential outcomes. Team members discuss the most authentic and valid
ways to assess student mastery. They set the standard for each skill or concept that each student must achieve to be deemed proficient. They agree on the criteria by which they will judge the quality of student work, and they practice applying those criteria until they can do so consistently. Finally, they decide when they will administer the assessments.
After each teacher has examined the results of the common formative assessment for his or her students, the team analyzes how all 3rd graders performed. Team members identify strengths and weaknesses in student learning and begin to discuss how they can build on the strengths and address the weaknesses. The entire team gains new insights into what is working and what is not, and members discuss new strategies that they can implement in their classrooms to raise student achievement.
At Boones Mill, collaborative conversations happen routinely throughout the year. Teachers use frequent formative assessments to investigate the questions “Are students learning what they need to learn?” and “Who needs additional time and support to learn?” rather than relying solely on summative assessments that ask “Which students learned what was intended and which students did not?”
Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions
give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively.
For teachers to participate in such a powerful process, the school must ensure that everyone belongs to a team that focuses on student learning. Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school ad district goals.
Removing Barriers to Success
For meaningful collaboration to occur, a number of things must also stop happening. Schools must stop pretending that merely presenting teachers with state standards or district curriculum guides will guarantee that all students have access to a common curriculum. Even school districts that devote tremendous time and energy to designing the intended curriculum often pay little attention to the implemented curriculum (what teachers actually teach) and even less to the attained curriculum (what students learn) (Marzano, 2003). Schools must also give teachers time to analyze and discuss state and district curriculum documents. More important, teacher conversations must quickly move beyond “What are we expected to teach?” to “How will we know when each student has learned?”
A group of staff members who are determined to work together will find a way.
In addition, faculties must stop making excuses for failing to collaborate. Few educators publicly assert that working in isolation is the best strategy for improving schools. Instead, they give reasons why it is impossible for them to work together. “We just can’t find the time.” “Not everyone on the staff has endorsed the idea.” “We need more training in collaboration.” But the number of schools that have created truly collaborative cultures proves that such barriers are not insurmountable. As Roland Barth (1991) wrote,
Are teachers and administrators willing to accept the fact that they are part of the
problem?...God didn’t create self-contained classrooms, 50-minute periods, and
subjects taught n isolation. We did—because we find working alone safer than
preferable to working together. (pp. 126-127)
In the final analysis, building the collaborative culture of a professional learning community is a question of will. A group of staff members who are determined to work together will find a way. Big Idea #3: A Focus on Results
Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as “We will adopt the Junior Great Books program” or “We will create three new labs for our science course” give way to “We will adopt the Junior Great Books program” or “We will create new labs for our science course” give way to “We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent” or “We will reduce the failure rate in our course by 50 percent.”
Schools and teachers typically suffer from the DRIP syndrome—Data Rich/Information Poor. The results-oriented professional learning community not only welcomes data but also turns data into useful and relevant information for staff. Teachers have never suffered from a lack of data. Even a teacher who works in isolation can easily establish the mean, mode, median, standard deviation, and percentage of students who demonstrated proficiency every time he or she administers a test. However, data will become a catalyst for improved teacher practice only if the teacher has a basis of comparison.
When teacher teams develop common formative assessments throughout the school year, each teacher can identify how his or her students performed on each skill compared with other students. Individual teachers can call on their team colleagues to help them reflect on areas of concern. Each teacher has access to the ideas, materials, strategies, and talents of the entire team.
Freeport Intermediate School, located 50miles south of Houston, Texas, attributes its success to an unrelenting focus on results. Teachers work in collaborative teams for 90 minutes daily to clarify the essential outcomes of their grade levels and courses and to align those outcomes with state standards. They develop consistent instructional calendars and administer the same brief assessment to all students at the same grade level at the conclusion of each instructional unit, roughly once a week.
Each quarter, the teams administer a common cumulative exam. Each spring, the teams develop and administer practice tests for the state exam. Each year, the teams pore over the results of the state test, which are broken down to show every teacher how his or her students performed on every skill and on every test item. The teachers share their results from all of these assessments
with their colleagues, and they quickly learn when a teammate has been particularly effective in teaching a certain skill. Team members consciously look for successful practice an attempt to replicate it in their own practice; they also identify areas of the curriculum that need more attention.
Freeport Intermediate has been transformed from one of the lowest-performing schools in the state to a national model for academic achievement. Principal Clara Sale-Davis believes that the crucial first step in that transformation came when the staff began to honestly confront data on student achievement and to work together to improve results rather than make excuses for them.
Of course, this focus on continual improvement and results requires educators to change traditional practices and revise prevalent assumptions. Educators must begin to embrace data as a useful indicator of progress. They must stop disregarding or excusing unfavorable data and honestly confront the some-times-brutal facts. They must stop using averages to analyze student performance and begin to focus on the success of each student.
Educators who focus on results must also stop limiting improvement goals to factors outside the classroom, such as student discipline and staff morale, and shift their attention to goals that focus on student learning. They must stop assessing their own effectiveness on the basis of how busy they are or how many new initiatives they have launched and begin instead to ask, “Have we made progress on the goals that are most important to us?” Educators must stop working in isolation and hoarding their ideas, materials, and strategies and begin to work together to meet the needs of all students.
Hard Work and Commitment
Even the grandest design eventually translates into hard work. The professional learning community model is a grand design—a powerful new way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work. It requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement.
When educators do the hard work necessary to implement these principles, their collective ability to help all students learn will rise. If they fail to demonstrate the discipline to initiate and sustain this work, then their school is unlikely to become more effective, even if those within it claim to be a professional learning community. The rise or fall of the professional learning community concept depends not on the merits of the concept itself, but on the most important element in the improvement of any school—the commitment and persistence of the educators within it. References:
Barth, R. (1991).Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123-129. Marzano, R. (2003). What works in Schools: Translating research into action, Alexandria, VA: ASCD.
Copyright 2004 Richard DuFour. Richard DuFour recently retired as Superintendent of Adlai Stevenson High School in Lincolnshire, Illinois. He currently resides in Moneta, Virginia, and may be reached at (540) 721-4662; rdufour@https://www.wendangku.net/doc/102266895.html,. His forthcoming book is Whatever It Takes: How a Professional Learning Community Responds When Kids Don’t Learn (National Educational Service, in press).
大班绘本阅读《请你开开门》
大班绘本阅读《请你开开门》 设计意图： “适合孩子的就是最好的。”绘本《请你开开门》里蕴含着许多奇妙而有意思的故事，每个小动物的背后都隐藏着未知的神秘，孩子可以尽情地去猜想与揣测，同时绘本以风雪为背景，以烛光为底色，小动物们在风雪中不期而遇，又在烛光中表露深情。我相信，孩子也能在绘本的温情中感受温馨、享受快乐。这也是我本次活动的设计意图。 活动目标： 1、通过阅读绘本，提高幼儿的语言能力，丰富幼儿的想象力，体验阅读的快乐。 2、挖掘绘本所蕴含的内容，让孩子在揣摩、猜想中，感受到“赠人温暖，亦温暖自己”的情感。 活动准备： ppt课件，图片 活动过程： 一、谈话导入，激发阅读兴趣 (通过简单交谈，与孩子相互熟悉，共同产生阅读的兴趣。) 二、欣赏绘本，自由观察想象 1、观察封面，引出故事“请你开开门”。 2、结合ppt，重点引导幼儿观察比较。 “家里与外面的不同?”“来敲门的小伙伴可能碰到了什么困难?”“如果是你该怎么办?”“小伙伴在小鼹鼠家里怎样?”(在风雪交加的黑夜，这是个温暖的故事，
小鼹鼠一次次打开家门，收留每一个小动物，大家捧着热茶，开心地说笑，这种快乐一定会感染到孩子。) 三、结合图片，经验迁移 “如果你一个人在家里，忽然有人来敲门，你会怎么做?”(在我们这个未知的世界里，曾多少次警告孩子：如果有人敲门，一定不能……。绘本中的小鼹鼠的举动，是否会给孩子心灵的触动?) 四、欣赏绘本，感知故事的后半段 引导阅读：狼来啦，怎么办?把狼绑起后，该怎么做? (这段情节发展似乎与现实有悖，小动物的心境我们会接受吗?) 五、图片比较，情感升华 “小鼹鼠一个人在家，心情怎样?” “大家在一起，心情怎样?” (赠人温暖，亦温暖别人。小鼹鼠的快乐，孩子一定能感受到。) 六、阅读延伸，发现绘本中的秘密与惊喜
最新幼儿园大班绘本阅读教案：我做哥哥了
幼儿园大班绘本阅读教案：我做哥哥了 《我做哥哥了》是本情感细腻的绘本，故事情节跌宕起伏，时而惊险，时而纠结，时而温情，深深地吸引着幼儿。故事主人公猫哥哥野田从刚开始做哥哥的不开心，到保护弟弟妹妹的勇敢，再到感受做哥哥的自豪，全书以“我做哥哥了”为线索贯穿始终，诠释着野田的心理变化。 大班的孩子似乎能在野田的身上看到自己的影子。成为大班哥哥姐姐了，家里可能也有了弟弟妹妹，孩子们会觉得老师不再关注自己，妈妈也不再什么都帮助自己了，野田的心路历程也就是孩子们的心理变化。大班的孩子在活动时能与同伴分工合作，遇到困难能一起克服。在阅读绘本的时候，我加入了“营救弟弟妹妹”的游戏，让孩子分工合作，互相商量，加深了体验，与野田一起慢慢体验当哥哥姐姐的自豪与快乐。 大班的孩子在前期积累的基础上，已经掌握了大量的词汇，他们的语言表达能力明显提高，能够与成人进行交谈，能用连贯性的语言，清楚的表达自己的思想。因此，我们抓住大班幼儿学习语言的优势，让幼儿拥有尽可能多的语言经验。 活动目标： 1．在故事情境中，感受野田的心理变化。 2．尝试帮助弟弟妹妹解决困难，体验当哥哥的快乐。 活动准备：ppt课间活动过程： 一、谈话导入、引起兴趣1、小朋友，你们已经是大班的孩子了，是幼儿园里最大的哥哥姐姐了。那你觉得做哥哥姐姐应该是什么样子的？ 小结：是呀！大班的哥哥姐姐不光能遵守规则，还有很多的本领，而且还会帮助弟弟妹妹呢。 你们觉得做哥哥姐姐开心吗？ 二、观察画面、理解情节1、观察图片，寻找野田当哥哥不开心的原因。 有一只小猫，它叫野田，它的妈妈生了5个弟弟妹妹，他也做哥哥了，它开心吗？我们一起来看一看。
大班公开课绘本阅读《天生一对》
大班公开课绘本阅读《天生一对》 活动目标： 1.解读图画中长颈鹿和鳄鱼因不同特点而带来的浓浓的、和谐的爱，懂得以善良、勇敢和智慧的品质可以赢得别人的尊重并体会天生一对的美好。 2.观察了解生活周围的配对，感受朋友、亲人之间和谐的情感。 活动准备： PPT、扭扭绳 活动过程： 一、引出课题 师：今天缪老师给你们带来了一本书，我们来看看这本书叫什么？幼：《天生一对》。 二、理解一对的含义 师：你们知道一对是有几个组成的吗？（两个）一对一般是有两个组成，两个可以组成一队。 师：看看这里有4个，你选两个把它们组成一对，你选哪两个？ 幼：红的和红的、紫的和紫的。 师：你们为什么选这两个红的和红的是一对，紫的和紫的是一对呢？理由是什么？ 幼：它们的颜色、样子都是一样的。 师：也就是说它们的外型都是一样的对吧。 师：我们再来看看一个是花朵、叶子，还有两只不同颜色的手套，请你在这4个当中选两个配成一对，怎么配？ 幼：花和叶子，手套和手套配成一对。
师：花和叶子不同，手套和手套颜色不同为什么把它们配成一对呢？ 幼：花和叶子本身是长在一起的，手套和手套都是用来带的。 小结：其实无论是外型相同或不相同的我们都可以配成一对，只要有理由，只要有原因。 师：你看你们都长得不相同，外型、脾气、爱好都不相同是不是，可是这里有没有你的朋友，请你交出他的名字，他是你的谁？你们是一对。 师：孩子们你们看，我们都有自己的朋友，都可以配成一对，尽管你们长的是那样的不同，可是你和你的朋友成为朋友的原因是什么？你们怎么会成为朋友的。 幼：日子久了就成一对了，我们经常在一起玩、、、、、、、 小结：尽管我们是那样的不同，看上去外型、样子是那样的不同，可是我们总是有理由让我们成为好朋友。 三、理解故事情节 师：长颈鹿小姐和鳄鱼先生它们一样吗？（不一样，它们一个高一个矮，一个大一个小）。可是这并不影响它们是一对，它们是相亲相爱的一对。 师：看看它们都做了什么事，你觉得它们做的事情看上去般配吗？它们在一起做了什么事让人家觉得很般配？（一起玩，一起吃冰激凌）。 师：你们看他们玩起来也很般配，它们在扔金币的游戏，长颈鹿把它高高的扔起来，你看鳄鱼先生把它低低的接住，看上去怎样？（很般配）。 师：它们在一起做了很多事，玩了很多游戏，如此不同却让人看了它们是很般配的一对，孩子们刚才你和你的朋友也是天生一对，对吗？你们可以在一起做什么事，让人们觉得你们很般配，般配的象天生一对？ 幼：我们一起玩传球，他传过来然后我就接住、、、、、、、 四、游戏“天生一对”
(完整版)幼儿园大班绘本阅读教学设计
幼儿园大班绘本阅读教学设计《爷爷一定有办法》 一、活动目标： 1、关注故事的发展线索，感受爷爷的聪明才智。 2、养成从插图里仔细观察，善于发现的良好读书习惯。 3、体会爷爷在缝制毯子、外套、背心、手帕、纽扣时密密缝进了爷爷的一片爱，体会爷爷和约瑟之间的浓浓亲情。 二、活动重点： 养成从插图里仔细观察，善于发现的良好读书习惯。 三、活动难点： 体会爷爷在缝制毯子、外套、背心、手帕、纽扣时密密缝进了爷爷的一片爱，体会爷爷和约瑟之间的浓浓亲情。 四、活动准备： 1、绘本PPT、绘本《爷爷一定有办法》 2、剪刀、蓝色布料、毛毯、外套。。。。等教具、废旧布料、风车、玉米皮小人 五、活动过程： （一）出示剪刀和蓝色布料引起幼儿兴趣 1、孩子们，你们好！今天老师给你们带来了两样东西，来看一
看你认识它们吗？（出示剪刀）这是什么？（幼回答剪刀）剪刀是用来干什么的？（剪东西的）它又是什么？（出示蓝色布料）布料是用来干什么的？那你说一说布料可以做什么？（衣服、裤子、手绢等）哦，原来布料这么有用啊！ 2、今天老师还给你们带来了一本特别好看的图画书，这把剪刀和布料就藏在这本图画书里面，让我们来看看吧！ （二）引出故事，出示图画书 1、封面上都有谁？（一个白胡子老爷爷和一个小男孩） 2、那你猜一猜老爷爷和这个小男孩是什么关系呢？ 3、上面还有一行字，就是故事的名字，叫爷爷一定有办法，爷爷会有什么办法呢？他是怎么做的？我们一起来看一下。 （三）介绍扉页 我们再来看扉页，你有看到了什么？（许多小星星）它的背景是什么颜色的？（蓝色）对，这就是一块带小星星的蓝色布料，故事就从这块蓝色的布料开始了。 （四）播放课件，幼儿观看课件，回答问题 1、这个故事叫什么名字？ 2、约瑟小时候的小毯子是谁为他缝制的？ 3、约瑟渐渐地长大了，奇妙的蓝毯子变得怎样了？妈妈说了什
幼儿园大班绘本阅读：约定
大班绘本阅读：约定 大班绘本阅读：约定 活动目标： 1、理解绘本情节，学说狮子爷爷和动物间的对话。 2、用较连贯的语言大胆发表自己的见解，乐意与同伴分享阅读。 3、理解“约定”的含义，知道应该遵守约定。 活动准备： 故事PPT 小礼物若干 活动过程： 一、我们的约定 1、讨论什么是约定。 师：（手指大屏幕）这是一个故事的封面，封面上都会告诉你故事的名字，这个故事叫什么名字？（幼儿念） 师：对了，故事的名字叫约定。那什么是约定呢？（幼儿自由发言） 小结：约定就是共同说好要遵守的事。 2、你和谁做过约定，你遵守约定了吗？结果怎么样？ 3、老师和孩子的约定 师：讲故事前老师也和大家来个约定，好吗？ 师：我们的约定是——请大家用心倾听，仔细观察、大胆发
言，不随便打断老师、小朋友说话，如果做到了，活动结束老师送你们每人一份礼物。能遵守这个约定吗？ 师：希望大家都来遵守这个约定，来我们钩一钩：金钩钩，银钩钩，说到做到钩一钩。 二、大狮子与小动物的约定 1、故事前交代要求。 师：狮子爷爷做了一辆很棒的公共汽车。今天可有很多小动物要来坐车哦，坐车要遵守哪些规则，才会又安全又快乐呢？ 师：狮子爷爷和小动物做了很多关于规则的约定，那到底约定了什么事，大家都遵守这个约定了吗？ 2、教师讲述故事，边讲边讨论故事中狮子与动物们的约定。 （1）师：公共汽车咕噜咕噜跑在林间的小路上，车站边站着一只大黄狗：“狮子爷爷，请让我搭车吧。”“好吧，可是我们得有个约定，你坐我的车，不许大喊大叫。”“好的”“金钩钩，银钩钩，说道做到钩一钩。” 提问：大黄狗说了什么？狮子爷爷和大黄狗做了什么约定？狮子爷爷为什么要和大黄狗做这么个约定？我们一起来学一学。 （2）师：公共汽车咕噜咕噜跑在田野里，这一站站着一只刺猬：“狮子爷爷，你好！请让我搭车吧。” 提问：狮子爷爷又会和刺猬做什么约定？（一起来学一学）（“好吧，可是我们得有个约定，你坐我的车，你身上尖尖的刺不能刺伤其他乘客。”）
【配套K12】大班绘本阅读教案
大班绘本阅读教案 大班绘本阅读《像狼一样嚎叫》 一、设计意图： 《像狼一样嚎叫》是日本著名妇女艺术家庆子?凯萨兹的作品。第一次读这本图画书，我不禁哑然失笑：莫卡是只温顺的狗，但它不甘心只做一只中规中矩的好狗。莫卡是一个宠物，但它不甘心只做一个百依百顺的宠物。它腻味了平淡、安稳的日子，想尝试一种截然不同的生活——像狼一样嚎叫，像狼一样捕食猎物，像狼一样自由自在、无拘无束、随心所欲。于是，它勇敢地出走了……然而,新生活并不像莫卡憧憬得那么美好。它处处碰壁、屡屡受挫，甚至深陷险境，最后不得不逃回家中…… 《像狼一样嚎叫》色彩明媚，故事生动幽默、情节简单流畅。悬疑的节奏、富有变化的情节，一直紧紧抓住孩子的眼和心。生动有趣的图画让文字活灵活现，让孩子享受故事时不知不觉也学到更多的“词汇”。《纲要》要求：“利用图书和绘画，引发幼儿对阅读和书写的兴趣，培养前阅读和前书写技能；所以，我利用绘本故事《像狼一样嚎叫》为载体，引起幼儿的共鸣。通过听听、想想、看看、说说、学学让孩子们爱上阅读。 二、活动目标：
1. 有序观察画面，能联系画面前后，理解图画故事内容。 2.喜欢阅读，会用较准确的语言表达自己的想法。 三、活动准备： 教师用大书一本、幼儿用绘本人手一本 四、活动过程： （一）观察封面，引起幼儿阅读兴趣： 这本书是一位日本的庆子阿姨写的。你们看封面，猜猜这会是关于谁的故事？你怎么知道的？你觉得莫卡有点像哪一种动物？他在做什么？什么时间？什么地点？ (二)引导幼儿逐页有序地观察画面，帮助理解图画表达的内容。 1.出示第一页： 设问：他们在看一本关于谁的书？你在哪里看出来的？米雪儿正在对莫卡说些什么呢？蜜雪儿说它有点像狼的时候，它会想些什么呢或者做些什么呢？ 2.出示第二页、第三页： 设问：狼的生活是怎样的？ 从这段话里，还可以看出，莫卡对狼的生活充满了……？ 3.出示并讲述第四、五页：
谈幼儿绘本阅读活动的指导策略(精)
幼儿绘本阅读活动的指导策略 新《纲要》把幼儿早期阅读的要求纳入了语言教育的目标体系,提出要"培养幼儿对生活中常见的简单标记和文字符号的兴趣,利用图书、绘画和其他多种方式,引发幼儿对书籍、阅读和书写的兴趣,培养幼儿前阅读和前书写技能",这充分显示了对幼儿早期阅读的提倡和重视。如何培养幼儿早期阅读能力呢?培养幼儿的早期阅读能力的重要途径就是绘 本阅读,绘本是用图画与文字,共同叙述一个故事,表达特定情感,主题的读本,通过绘画和文字两种媒介,互动来说故事的一门艺术。绘本,画面色彩鲜艳,有丰富的内涵,能给孩子美的享受,有利于孩子创造力的培养。绘本阅读符合孩子思维发展的实际水平,更能激发孩子阅读的兴趣,从而开辟了孩子阅读的新空间,让孩子快乐阅读!快乐成长!一、选择合适的阅读材料 绘本阅读材料要适合幼儿的年龄特点。幼儿的思维是一种具体形象性的思维,是一种表象的思维,绘本以画为主,字少但画面丰富,以画传达故事情节,符合儿童早期阅读的特点和习惯,更能让孩子感受到阅读的乐趣。 1.图画选择,色彩要鲜艳。绘本是一种独立的图书形式,文字与图画共同承担着讲故事的重要责任,图画不再仅仅起辅助和诠释文字的作用,图画、文字之间是一种平衡的关系, 相互衬托,才能营造出整个绘本的完美感觉,所以绘本特别注重文字与图画的内在关系。当然,也有一些相当著名的绘本只有图画,而完全没有文字。而对于幼儿来说,他们对于色彩的直接视觉冲击大于文字的影响,如我给幼儿讲故事选用了色彩鲜艳的故事书《小兔过生日》它里面的色彩大都采用了暖色调,无形中形成一种温馨的情感,深深的吸引孩子的注意力,从而引发了幼儿阅读的欲望。 2.内容选择,要从孩子生活实际经验出发。与幼儿生活相
大班绘本阅读教案团圆
大班绘本阅读：团圆 活动目标： 1.阅读绘本，能细致的观察画面，大胆的表述对故事的理解。 2.通过讨论、猜测等多种方式，理解绘本内容，感受主人公的心理变化。 3.喜欢阅读，感受阅读的乐趣。 活动重点： 通过画面理解故事内容，让幼儿感受到阅读的乐趣，感受到主人公的心理变化。 活动难点： 能细致的观察画面，大胆表述对故事的理解。 活动准备： 《团圆.》幻灯片，背景音乐。 活动过程： 一、观察封面，谈话导入 今天老师带来了一本关于我的图书，看看封面上我的旁边都有谁？一家人在干什么？我睡在哪里？你有没有在爸爸妈妈的中间睡过？是什么感觉？ 二、阅读绘本，理解体验 1. 在第一页上你看到了谁？爸爸为什么不在家？你猜一猜爸爸到哪里去了？ 2. 爸爸只有过年的时候才回来，我看见爸爸的表情是怎样的？爸爸为什么用胡子渣我的脸？爸爸抱起我，我为什么吓得大叫起来？如果你的爸爸出差很久回来了，你看到爸爸什么表现？ 3. 当我吃到包着钱币的汤圆后、心情是怎么样的？请小朋友来表演一下。为什么爸爸看到我吃到了包着硬币的汤圆比我还开心呢？ 4. 当大春给我看他的大红包时，你猜猜我是怎么做的？为什么我不觉得大春的大红包稀奇，却要把我的硬币拿给他看？ 5. 爸爸让我跟他一起去屋顶，看不到远处有什么，你会怎么表现？当爸爸看到我看不见远方的东西时，你猜一猜爸爸会怎么做?你被爸爸高高的举起过吗？是什么样的心情？ 6. 堆完雪人打完雪仗后回到家一摸口袋，什么找不到了？我的心情怎样？你猜一下我会怎么做？请小朋友来表演一下着急的表情。为什么我这么在乎这枚硬币？ 7. 爸爸要走了，我的心情怎样？爸爸在我的耳边悄悄地说了一句话，你猜一猜爸爸说了什么？为什么我不要爸爸给我买洋娃娃，却把硬币给了爸爸？ 三、配合音乐，重温故事 活动结束：爸爸要走了，我把硬币送给爸爸，因为这是一枚代表好运的硬币，这枚硬币会给爸爸带来好运，保佑爸爸平平安安的早点回来跟我和妈妈团圆。 活动反思： 第一次尝试绘本教学，没有经验，也没有太多的范本可以借鉴，只是摸索。 绘本阅读教学的目标是，培养孩子们对绘本阅读的兴趣，而不是但存的喜欢听故事。授之以渔不如授之以渔，提高孩子们阅读的能动性。因此，我选择了内容较简单，较适合中班孩子的绘本阅读《团圆》，这节课上下来，有满意之处，也有很多的不足。 较满意的地方是：
适合大班幼儿阅读的绘本
适合大班幼儿阅读的绘本 1.以情节画面为主，并配有适当的文字 ５-６岁幼儿的思维以具体形象为主要特征，抽象逻辑思维出现萌芽。这就决定了读物仍然以画面为主，图书中的文字具有实在意义并有一定的规律可循，帮助幼儿逐步完成从图画形象到文字符号的过渡。 2.图书内容丰富，并考虑为入学做准备 ５-６岁幼儿即将入学，应选择一些社会适应准备的图书，如：培养规则意识、任务意识、独立性方面的书籍，选择培养幼儿观察力、理解力的图书，如：走迷宫、找错、拼图讲故事等。故事方面也要选择内容有较复杂的情节、有一定长度的书籍，如《舒克和贝塔》、《木偶奇遇记》等。有利于培养孩子的理解力和记忆力。 3.根据自己孩子的特点有针对性地选择 如：自己的孩子独立性较差，就可以选择“我很能干”、“自己的事情自己做”等内容的；又如：自己的孩子不善于观察，就可以选择“找错”内容的书籍等等。喜欢动物或喜欢兵器等，要尽量满足孩子，只有孩子自己感兴趣的书，他才会主动去看、去学。购书时，父母应该给孩子自主权。 下面写一些绘本的书目： 我们幼儿园推荐的：《阿罗有只彩色笔》、《别再捉弄人》、《根本就不脏嘛》、《糟糕的头发》、《云娃娃》 比较经典和熟悉的：《逃家小兔》、《爷爷一定有办法》、《我的名字叫克丽桑丝美美菊花》、《大脚丫跳芭蕾》、《花婆婆》、《母鸡萝丝去散步》、《爱心树》、《不要再笑了，裘裘!》、《小猪变形记》、《要是你给老鼠吃饼干》、《幸运的一天》、《我的妈妈真麻烦》、《彩虹鱼》、《小黑鱼》、《爸爸，你能给我月亮吗》、《幸福的大桌子》、《是谁嗯嗯在我的头上》 其它：《火龙爸爸戒烟记》、《好饿的老狼和猪的小镇》、《三个强盗》、《永远永远爱你》、《搬过来搬过去》、《胆小的老鼠》、《天生一对》、《棕熊的神奇事》、《牙科医生地嗖头》
适合大班幼儿阅读的绘本
适合大班幼儿阅读的绘 本 LEKIBM standardization office【IBM5AB- LEKIBMK08- LEKIBM2C】
适合大班幼儿阅读的绘本 1.以情节画面为主，并配有适当的文字 ５-６岁幼儿的思维以具体形象为主要特征，抽象逻辑思维出现萌芽。这就决定了读物仍然以画面为主，图书中的文字具有实在意义并有一定的规律可循，帮助幼儿逐步完成从图画形象到文字符号的过渡。 2.图书内容丰富，并考虑为入学做准备 ５-６岁幼儿即将入学，应选择一些社会适应准备的图书，如：培养规则意识、任务意识、独立性方面的书籍，选择培养幼儿观察力、理解力的图书，如：走迷宫、找错、拼图讲故事等。故事方面也要选择内容有较复杂的情节、有一定长度的书籍，如《舒克和贝塔》、《木偶奇遇记》等。有利于培养孩子的理解力和记忆力。 3.根据自己孩子的特点有针对性地选择 如：自己的孩子独立性较差，就可以选择“我很能干”、“自己的事情自己做”等内容的；又如：自己的孩子不善于观察，就可以选择“找错”内容的书籍等等。喜欢动物或喜欢兵器等，要尽量满足孩子，只有孩子自己感兴趣的书，他才会主动去看、去学。购书时，父母应该给孩子自主权。 下面写一些绘本的书目： 我们幼儿园推荐的：《阿罗有只彩色笔》、《别再捉弄人》、《根本就不脏嘛》、《糟糕的头发》、《云娃娃》 比较经典和熟悉的：《逃家小兔》、《爷爷一定有办法》、《我的名字叫克丽桑丝美美菊花》、《大脚丫跳芭蕾》、《花婆婆》、《母鸡萝丝去散步》、《爱心树》、《不要再笑了，裘裘!》、《小猪变形记》、《要是你给老鼠吃饼干》、《幸运的一天》、《我的妈妈真麻烦》、《彩虹鱼》、《小黑鱼》、《爸爸，你能给我月亮吗》、《幸福的大桌子》、《是谁嗯嗯在我的头上》
幼儿园：大班绘本阅读《爱笑的鲨鱼》
幼儿园新课程标准教材 教学设计( 2019 — 2020学年度第二学期 ) 学校： 年级： 任课教师： 幼儿园教案 / 幼儿园大班 / 大班教案 编订：XX文讯教育机构
大班绘本阅读《爱笑的鲨鱼》 教材简介:本教材主要用途为学习教案中的内容,提升自我能力、提升个人素质、提升德智体美劳等作用，本教学设计资料适用于幼儿园幼儿园大班科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。 设计意图 《爱笑的鲨鱼》塑造了一个与生俱来长着尖利的牙齿，又总是张大嘴巴的鲨鱼“笑笑”形象。所有的海洋生物看到鲨鱼的时候，都会惧怕于它的威猛而敬而远之，但是，鲨鱼“笑笑”在可怕的外表下却藏着一颗善良、真诚的心。于是，恐惧和善良之间的矛盾就这样展开了。故事的最后鲨鱼“笑笑”用自己的善良和智慧赢得了朋友的友谊。活动中采用紧扣情境，形象导读；边看边思，重点引导；创造机会，表达表现的方式进行教学。让幼儿在仔细观察、大胆想象、主动表达的过程中体会《爱笑的鲨鱼》——“交往”的智慧：不要以貌取人。无论外表怎样，只要真心微笑、真诚帮助他人，就会被他人接受。 活动目标 1．观察故事画面，理解主题内容，懂得真心助人就会拥有朋友的道理。 2．能用自己的语言大胆表述对故事画面的理解。 活动重、难点仔细观察画面，理解故事内容，用自己的语言大胆表述。
活动准备（ppt）课件 活动过程一、出示主角，形象导入 1．（ppt1）小朋友，你们看这是什么？ 2．鲨鱼给你的感觉怎么样？ 3．鲨鱼会有朋友吗？为什么？ 二、逐页观察，理解故事 （ppt2） 1．你们看这条鲨鱼看起来怎么样？（微笑） 2．对，它的名字就叫笑笑，他是大海里最爱笑、最喜欢交朋友的鱼，今天它带着微笑去找朋友了。 （ppt3、4） 1．笑笑遇到了谁？它会怎么说？（幼儿学说笑笑的话） 2．你们猜天使鱼会怎么做？ 3．天使鱼真得害怕地逃走了。 （ppt5） 笑笑这次碰到了一条浑身长满刺的鱼，它的名字叫刺鲀，刺鲀有没有和笑笑做朋友呢？
谈幼儿园绘本阅读的指导策略
龙源期刊网 https://www.wendangku.net/doc/102266895.html, 谈幼儿园绘本阅读的指导策略 作者：黄丽红 来源：《读写算》2014年第47期 绘本，是一种以简练生动的语言和精致优美绘画紧密搭配而构成的儿童文学作品。绘本不只是具体形象地呈现图画，绘本创作者以丰富的图像信息来传递思想和用意，这类书特别强调视觉传达的效果，版面大而精美，它还有许多耳熟能详的别名，像小人书、连环画、图画书等等，都是我们童年时期的最爱，而如今绘本以它更加精妙的语言文字和明快引人的画面让现在的孩子爱不释手。 学龄前儿童正处于“读图”年龄段。图画书对孩子的视觉震撼比知识效果更为直接。图画书对儿童情感、想像力灵敏度以审美感的启迪，正是他们日后成功与快乐生活源泉。正是这样的背景“绘本阅读”悄悄进入我们视线，绘本阅读可以与大师对话，能尽情感受童年精妙，分享和陶醉穿越时空跨越文化直抵心灵的温暖与感动，让孩子爱看书、乐看书、会看书，所以我认为在组织幼儿绘本阅读中应注意以下问题。 1、以导促读、以情激趣。给本阅读教学因为是在幼儿园开展。必须抓住幼儿识字少、注意力不集中的特点，教师们应该投入更多的感情读故事，用生动、夸张的手法来呈现故事。用动作、神态辅助语言来“渲染”故事，用预告精彩片段来吸引孩子们的注意力，激发幼儿打开绘本一探究竟的阅读热情，使阅读过程变为悦读过程，在轻松、愉快中感悟主题。 2、注重方式，留有空间。只有自己感悟得来的东西才是记忆最深的刻印的。绘本简明的文字和细腻浪漫的图画，明亮艳丽的色彩对于儿童本身就是一种震撼，这种震撼连同各种精致的画面所流露出的情感，所表达的意蕴、只有通过幼儿的眼睛，幼儿的思考和创造才能真正内化为幼儿内心的美，因此，教师的阅读并不能完全代替幼儿自身的感受、感悟，所以在绘本阅读过程中，可以用以下顺序渐进的指导方式。 第一阶段：进入式阅读。即对书本特点的了解性阅读，让幼儿自主阅读图书，寻找自己喜欢或有疑问的画面进行集体交流，促进师幼互动，教师的任务是促成幼儿浏览整本书，大概了解书本内容及其特点，幼儿发现什么，教师就和他讨论什么。教师点到为止，不做深入分析，不必追问，尽量把时间留给每个幼儿介绍自己的发现，让幼儿体会到自己是阅读的主人，此阶段为整个活动链的热身环节。 第二阶段：理解式阅读。即以看图讲述的方式引导幼儿阅读，保证幼儿对画面的观察和描述。教师的指导重点是帮助幼儿提高语言表述以及同伴间互相倾听、互相补充的能力。根据图画书的特点和幼儿阅读过程中的需要，引导幼儿寻找有联系的画面，感受片段性故事情节。这一阶段仍然不追求故事的完全性，而是注重让幼儿带着信息以验证的态度反复阅读图画书。
幼儿园大班绘本阅读
幼儿园大班绘本阅读：好长好长的名字 设计意图 故事《好长好长的名字》构思特别，借助小狐狸的形象反映了幼儿阶段一个很典型的心理特点：常常羡慕他人拥有的东西，并且求多求全。通过阅读这个故事，可以帮助幼儿学会欣赏自己，接纳独特。 在大班阶段，阅读教育更加注重提高幼儿对图画符号的理解能力。《好长好长的名字》绘本中几乎每一幅图片都有一些值得解读的符号，而要完全读懂，不仅需要仔细观察画面，还要积极调动联想能力，甚至需要结合书中的文字，这些对提高大班幼儿独立阅读能力特别有帮助。我在设计绘本阅读活动“好长好长的名字”时，尝试借助“图示支架”来帮助幼儿接受并理解文学作品所传递出的语言信息，有效促进幼儿语言能力的发展。 活动目标 1．仔细观察图书中出现的各种特殊符号，理解其表达的意思，能合理推断角色间的对话和心理活动，并准确、完整地表述画面内容。 2．了解小狐狸特殊名字的由来，知道名字是区别自己和他人的特殊符号，学会欣赏、接纳自己和他人的独特之处。 活动准备 材料准备：故事多媒体课件，人手一本《好长好长的名字》，演示图片(云朵、波波蛙、红叶鼠等)，小组操作教具(名字图卡、云朵图)，个体操作教具(小图卡、插入式学具)。 经验准备：幼儿已了解自己名字的含义。 活动过程 一、讨论名字，引题激趣——确定支点 1．幼儿说说自己的名字。 2．导入图书《好长好长的名字》。 师：今天，老师带来的书里也发生了关于名字的有趣事情，我们一起来看看。 (环节解析：组织关于名字的谈话，可以让幼儿建立起“名字是区别自己和他人的特殊符号”这一经验支架，为下一环节支架点的确立奠定基础) 二、师幼共读，问题引领——搭建支架 1．教师导读故事的前半部分(1页～4页)。 预设提问： (1)你看到书里的小动物有什么特别的名字? (2)为什么它叫波波蛙(红叶鼠)?——揭示名字与动物生活环境的关系。 (3)蓝狐狸听到波波蛙(红叶鼠)的名字会怎么想、怎么说呢?