Picture book reading activities are also an integral part of language teaching activities. I believe that effective teacher-child interaction and question and answer between teachers and children in language activities are the key to a good language activity! Response is the teacher's verbal or non-verbal response to children's answers and reactions during teaching activities. It is particularly important in language activities. The process that usually helps young children process information is: teacher asks questions - children respond - teacher responds. The teacher's response should be effective, that is, based on a thorough understanding of the goals of the activity, and in order to achieve the goals, a positive evaluation or improvement of the child's response should be made. There are many ways to respond effectively. Only when teachers pay close attention to children's development levels and cognitive needs during activities and make flexible choices can they guide children to think about problems in multiple aspects and truly meet their development needs, thereby achieving efficient classroom teaching quality. 1. Verbal response The teacher’s response in verbal form is the most direct and clear. 1. Focused and repeated responses can point the way for young children. What is pointed out here is not simply mechanical repetition of children’s answers or questions, but a focused emphasis on the tone of some of the sentences, thereby prompting, emphasizing or foreshadowing. role. In the middle class story activity "Little Jam House", I asked: "Brother Bear accidentally licked all the jam on the little house. What should I do?" The children's answers were various, but none of them paid attention. Brother Bear was already holding a bucket of jam in his hand. So I repeated the question and emphasized the word "jam". Soon the child reacted and said: "Put the jam in your hand on the wall." Obvious changes in tone and intonation or repeated responses The method is simple and prevents teachers from using too much language in language activities, thereby improving teaching efficiency. 2. Clear encouraging responses can make children aware. Generally speaking, after we answer a question, we always hope to get feedback from others. If this feedback is positive, it will be easier to stimulate an inner sense of accomplishment and satisfaction. . If we receive negative feedback or no feedback at all, we will feel frustrated or even at a loss. This is especially true for young children. When responding to young children, you should also be careful not to use general language to praise the child, such as: "You said it so well!" "You are awesome!" Because the child being praised cannot know what is good about him through the teacher's response. Positive and clear language that teachers can use include: "Well, you thought of a good idea!" "It's really possible!" "You used a very nice word!" etc. 3. Clever prompt responses can help children improve their answers. The "Outline" clearly points out that teachers are not only organizers and guides of children's learning, but also supporters of children's various activities. When children fail to answer questions comprehensively due to limitations in ability, teachers can use a variety of prompts to support children in improving their answers. Even if the child still cannot answer the question comprehensively, it still plays a guiding role for other children. In the big class picture book reading activity "Little Elephant Potter", after telling the three things that made the little elephant sad, I asked: "What's wrong with the little elephant? Why is it crying?" The purpose is to guide the children to tell the three things that just happened. thing. But the child only said two of them. At this time, I displayed the pictures of the three things in the courseware and asked: "Why?" The children successfully told the third thing through the auxiliary prompts of my courseware. 4. Improving combing responses can help children clarify the context. Sometimes teachers provide children with a broad enough space to answer, but the sentences used by children when answering are too scattered or not clear enough. At this time, teachers can summarize and summarize on the basis of children's answers, and provide necessary supplements to enable children to systematize and organize their fragmented experiences and help them clarify their ideas and speak them clearly. In the middle class picture book activity "You Look Delicious", I asked: "What happened to the baby Ankylosaurus after it met the Tyrannosaurus rex?" The child replied: "Call him daddy, and he said you look delicious. "Eat, he said it's delicious." Apparently the child understood what was going on and said the key words, but the sentence lacked ingredients and logic and sounded a bit confusing. At this time, I helped the children sort out their thoughts and summarize and improve them, and asked: "The baby Ankylosaurus's name is delicious, because the Tyrannosaurus rex said, 'You look delicious,' so the baby Ankylosaurus thought the Tyrannosaurus rex was there." Calling his name means that the Tyrannosaurus rex is his father. Do you mean this? The children sometimes repeat my words and nod repeatedly. 5. Timely questioning can help children achieve their goals. Sometimes, due to the limited development ability of children, they understand. 2. The depth of thinking about the problem needs to be gradually explored, so the teacher must break down the teaching objectives into progressive small problems to solve one by one, and must flexibly grasp them according to the performance of the children's activities at the scene. This requires teachers to grasp them before class. Be familiar with the goals, anticipate the possibilities of children's multiple answer directions, stick to the educational goals during activities, and strive to lead the thinking of children who have deviated from the goals back in the large class picture book reading activity "Little Elephant Porter". , the city without cleaners became dirtier day by day. The little white rabbit was covered in dust and couldn't be brushed off... I asked: "Everywhere in the city is so dirty, what should I do?" The child said: "Let the little white rabbit take a bath!" I asked again: "But the city is too dirty!" The little white rabbit has just been washed and is covered in dust. What should I do? The child added: "Find someone to clean the city."

"Through my questioning, the children understood that bathing is not the solution to this problem, so they naturally led their thoughts in the right direction. Sometimes although teachers have goals in mind, they are too rigid. Once the children's answers don't look like It is necessary to achieve the goal, but the teacher ignores it. In the end, only the teacher’s point of view is heard in the classroom, not the children’s point of view. However, sometimes if you ask more, you will have unexpected gains. In "Grandpa Must Have a Solution", I asked: "What did Grandpa make of the coat?" The child replied: "My mother bought me a new dress yesterday!" "I then asked: "Oh? Yeah? What kind of clothes? The child replied: "It's a waistcoat!" "The answer in this picture book indeed depicts a waistcoat, but the original text is translated into a vest. The child's first answer seems to be wild and unreasonable, but it is closely related to the answer. At this time, if the teacher does not add any words because of "unfashionable", If you ask more questions, you may not know what the child really wants to express, and you will not be able to give a correct evaluation. 2. Non-verbal responses. Many times during the activities, a smiling expression, a warm embrace, and a thumbs up from the teacher are enough. It is a good and loving response. When children answer questions actively or a child is actively expressing, the teacher's words will inevitably interrupt the children's thoughts, and a gesture is often the best. Response. In daily language teaching practice, we can strongly feel that teachers’ effective response to children can open a bright window for the development of children’s thinking and expression. As organizers, guides, and supporters, teachers must be patient Listen to the voices of children and provide guidance skillfully so that children can receive sufficient nutrition in a timely manner, thereby improving classroom teaching efficiency.