A Study On The Problems And Countermeasures Of Reading Instructions For Children 's Picture Books

Reading ability is the essential ability of lifelong learning and sustainable development forchildren. Picture books, which fit the needs of children with their characteristics of vividpictures and description, are important resources in children’s early reading. This studydiscusses the current situation of guidance on senior group’s picture book reading inkindergarten and the existing problems using the methods of literature research, observation,questionnaire survey and interview and then puts forward some effective methods andcountermeasures to guide the picture book reading of senior group in kindergarten.The study is divided into four parts.The first part of this study is the introduction, which mainly deals with the origin of theproblem, the research about picture books at home and abroad, the purpose, the content, thesignificance of the research and the adopted methods and finally points out the innovations ofthe research.The second part mainly deals with the related theories on senior group’s picture bookreading guidance in kindergarten, defining the main concept of picture books, picture booksreading guidance and discoursing the characteristics of picture book reading of senior group inkindergarten and the value of the teachers’reading instruction, which provide a theoretical basisfor problem-analyzing and problem-solving in the next stage.The third part involves the existing problems of picture book reading guidance on seniorgroup in kindergarten and analyzes the causes of the main problems. As the study shows, themain problems are listed in the following aspects. To begin with, teachers who don’t have adeeper understanding of picture books lack the ability of comprehensively explaining picturebooks. Moreover, teachers can’t select and provide picture books aimed at senior group inkindergarten. What’s more, teachers lack diversified guiding methods and specificity for seniorgroup in kindergarten. The causes of these problems mainly lie in the following aspects.Reading guidance lacks effective support from the outside; teachers lack professional andsystematic theoretical knowledge of picture book reading; teachers lack self-consciousness ofself-learning enhancing.The fourth part of the study focuses on the countermeasures on how to guide picture bookreading of senior group in kindergarten. The author stresses teachers should improve the ability of interpreting picture books and select and provide appropriate picture books for senior groupin kindergarten. Teachers should combine various methods such as guessing, self-construction,and discovering details to enhance senior group’s ability to understand picture books.In a word, picture book reading activities for children in our country are still at a beginningstage. Teachers’ inadequate emphasis on picture books and the uneven levels of picture bookreading activities in different districts contribute to the fact that the levels of picture bookreading guidance vary. Teachers should strengthen the guidance research of picture bookreading and improve senior group’s ability to read picture books through scientific and effectivepicture book reading guidance and eventually promote the harmonious development of thechildren.