A Case Study On Reading Education Of Picture Story Books In Kindergarten

Reading is an essential skill which is requisite for modern people.In the early 1980s,United Nations Educational Scientific and Cultural Organization called for a trend of reading in the whole human society.In 2001,the Ministry of Education in China issued "An Outline for Instruction on Education in Kindergarten",which is the first to put forward explicitly that early reading is a part of language domain in preschool education,and propose to guide young children to read outstanding children's literature works in order to arouse their interests in reading.Picture story book is that kind of children's literature which is well illustrated by both pictures and words.As a result,it is available to young children to understand the main content of the story by looking at pictures.This kind of reading materials is fit for the young children's age and the literature requirement,which breaks out the limit of their lacks of characters.It helps young children strengthen the interaction with the reading materials.In reality,early reading education in kindergarten often stresses the instrumental value of reading materials.This study uses the picture story book as an important reading material for early reading education in kindergarten and makes great effort in combining its value as an instrument with its value as a literature works.It lets young children obtain joyful reading experience and then like reading by showing the rich connotation in picture story books.Meanwhile,it promotes harmonious and all-round development of ability of early reading,listening,speaking, thinking and imagining,esthetic sensation and socialization for young children.By combining case study with action research as well as sampling purposefully,this study selects a kindergarten with abundant picture story books as the object of study and carries out action research on its reading education of picture story books,using methods such as observation, interview and analysis of materials.Firstly,theoretically,based on the features of picture story books,physiological and psychological development patterns of young children and the existing achievements,this thesis proposes tentative suggestions on educating reading picture story books in kindergarten from perspectives of the educational goals,contents,practice,and evaluation.Secondly,by applying the theoretic basis,a practice of educating reading picture story books is carries out in one kindergarten class for children four or five years old and two kindergarten classes for children six or seven years old,with cooperation of three teachers.A reflection follows the sections that the teachers understand picture story books,young children read by themselves,teachers guide young children to read and the class discuss on reading.Sections for young children to perform and create are increased in practice again after supplementing the plan.Finally,with regards to the above,this thesis overall reflects on reading education of picture story books in kindergarten and summarizes growth of both the teachers and young children during the course.The study indicates that teachers in cooperation can play role of students and judging and assisting the reading course of young children.During the reading education on the picture story books,teachers experience happiness.Reading education on picture story books in kindergarten has made full use of literariness and instrumental value of picture story books,which arouses interests of young children in reading and promotes their ability of early reading,listening,speaking,thinking,imagining,esthetic sensation and socialization.