A Study On The Reading Of Chinese Folktales In Pre - School Children

In 2014 the Ministry of Education for the current situation and existing problems of the fine traditional culture of education proposed a "perfect Chinese traditional culture and education Guidance Outline" clearly states that the "divide in an orderly way and learn Chinese traditional culture and education" and "to strengthen science section of the organic convergence. "Folk tale picture book is suitable for pre-school children to read books, these picture books are based on widely circulated in Chinese folk myths, legends, fairy tales, language, life stories for preschool children reading stage adapted from literary works with high pre-school values. However, young children, whether at home or in school reading Chinese folk tale picture book situation is not optimistic.So the researcher around the folk tale picture book read access to the relevant literature and by scholars symbol theory into the picture book reading activities inspired, found that the current research in this area there are following shortcomings:1, choose to read the activities of reading materials must most are winning foreign picture books, and rich in ethnic culture around folktale picture books to read is the lack of research activities.2, from 2004 onwards research on folk stories gradually increase, but mostly concentrated on the educational value of folk stories from the perspective of having literary theory, practice and research on combination of pre-school children and is rarely far behind the theory.3, in a picture book reading instruction method of research focused on natural reading, listening and reading reading, reading and other strategic way. The relevant study symbol theory as a guide to carry out the picture book reading activities is not so much.After the above thinking and analysis, researchers try to semiotics into the folk tale picture books being read. This study is divided into two parts:First, from the perspective of semiotics were picture books of folk tales analyze, interpret and summarize the key part of the sign read folk tales and picture books should be of concern to convey meaning, and for the latter Practice lay the groundwork research in selected folktale picture books is Beijing Normal University Press of "Illustrated Forest-Chinese folk tales and legends Series" and the "new folk tale collection Collection", and 21st Century Publishing House’s "Illustrated Chinese story series "Total 23. After folktale picture books for text analysis, the results are as follows 1, concerns cover and get the story from the theme, the main character, plot and other key information; 2, concerns the role of appearance, facial expressions, movements, the location on the screen; 3 You can get the time, place, characters’ inner status and other information from the background; 4, folktale picture book language has life, colloquial, sense of rhythm, humor and vivid characteristics; 5, between image and text symbols symbol there is a correlation translation, interpretation, explanation and enlightenment of mutual relations; 6, reading folk tales in picture books in the process, to the shape of one of the symbols such as buildings, different characters clothes, role behavior and the story itself is concerned and understanding the purpose of cultural transmission in the process. The second part is the symbol theory to folk tale picture book reading education practice, which is the study of Xi’an University of Petroleum big three shifts of children in kindergarten, referring action research methods to carry out twice a week reading activities, every 20 to 30 minutes, a total of 7 times. Reading activities during the analysis of data collected after finishing the following conclusions:1, good picture books and teachers guide the way to the right to make children love reading.2, open-ended questions to promote grasp the key symbol, intelligent inspire young children.3. Follow the link between image symbols, to promote early childhood development thinking to imagine.4. Capture emoticons, symbols action to promote the development of children’s mental level.5, the symbolic significance of the acquisition, to promote early childhood learning meaningful.Finally, the researchers put forward practical recommendations folktale five educational picture book reading activities:1, from the perspective of semiotic analysis of the relationship between symbols and their significance folktale picture books, as well as between symbols can determine the picture book a standard of quality.2, meaning folk tale picture book language of symbols and iconography of the characteristics required of teachers and guide children to focus on the depth of excavation.3, folktale picture books reading activities under the symbol theoretical guidance to improve the children’s interest in reading and a love of folk tales.4, for the relationship between the sign and symbol between folktale picture books for effective questioning, especially open-ended questions can serve to guide and inspire the imagination of action, thus contributing to observe young children have the purpose of and access to symbols of significance. Thus contributing to children’s thinking and progressive development of higher mental functions.5, Folk Tales picture book reading activities under the symbol theoretical guidance, contains national culture symbols are children constant attention and understanding, and then get the inheritance.