| The development of technology makes media pluralism, Internet, television, games, books and other around in our lives, reading habits quietly lost in another such technological change and update. Popularization and a wide range of application in picture books for kindergarten cause concern. Currently, the application of picture book in kindergarten mainly is the field of language, there is no good combination with art, science, health, society and other areas. Eco-sight theory as a new development of aesthetic, provides a new perspective investigate the application of the five areas of kindergarten curriculum reform. The implementation of kindergarten curriculum reform, we need combine the international experience and method into the research and aesthetic creation of kindergarten curriculum. Face the flourishing state of kindergarten picture book teaching, while we need summary these creative achievements, on the other hand, we need re-examine and interpret education from the ecological point of view, the course considered the aesthetic text. In this study, based on the theory of ecology by exploring teaching kindergarten picture books, picture books combine diverse artistic and ecological characteristics of emotional orientation, try to analyze the art educational content of picture book, its depth interpretation. Explore the multidimensional paradigm of aesthetic laws.This study combines ecology, aesthetics, philosophy, psychology, anthropology and other performances, through the use of observation, interviews and literature surveys, investigate four aspects of the teaching in picture book:how to choose picture books, the process of picture book teaching, the reflection of picture book teaching, home interactive, ultimately analysis the kindergarten picture book teaching strategy aesthetic paradigm from the ecology sight.Through conversations with five teachers, understand the status of picture book teaching in kindergarten:(a) Selection of picture books based on teaching themes, the interest and attention of young children, expand related picture books (b) Set a reasonable preparatory activities prior to teaching, the teaching process of collective teaching, teaching methods combined with role-playing, music, children’s songs, such as maps and conduct extensive outreach activities to expand (c) Teaching reflection focused on the selection of picture books, picture books for teaching little mention of how to improve teachers reflect insufficient knowledge scattered experience (d) Teachers use the network, telephone and other forms feedback the teaching information, home cooperation stay in the form, and did not form a specific, systems methods for ways to cooperate, collaborate with no stability.Based on eco-sight analysis the picture books teaching aesthetic paradigm, the results indicate that (a) The less of presence of imitation paradigm (b) The symbol of paradigm-based, early childhood teachers to create freedom, relaxed and beautiful environment for children to provide a variety of possible media, resources, waiting for children care initiative to explore, discover, and ultimately achieve the pursuit of beauty and the development of individual potential.(c) The moral paradigm bud, students read picture books to observe reactions in specific situations, make creation classroom depending on the circumstances, the creation of teaching literacy extent determined by the values of art and humanities.(d) Promote the teaching of picture books, including the familiar picture books, improve psychology quality, strengthen the arts and humanities accomplishment integration, enhancing the teaching ability to reflect. |
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