The Strategy Study Of The Kindergarten Picture Book Teaching

Picture book is a kind of unique art form which telling a story by pictures andwords together. Picture book is not only beautiful, creative and attractive, but also actsa unique role in the development of children’s language, thinking and sociality. Inrecent years, the unique educational value of picture book has been widespreadconcerned, it becomes an important reading teaching material, picture book teachingalso become a new kind of teaching methods popularized in kindergarten gradually.We start the study from the strategy of the kindergarten picture book teaching, andconduct a survey on the use of the kindergarten picture book teaching strategies by themethod of literature, interview, observation and case analysis.The result of survey shows that: In the picture book teaching activity, someteachers can use appropriate teaching strategies, and guide children to interact withthe text. But in the same time, owing to the lack of scientific understanding of picturebook teaching, some teachers use single teaching strategies in the teaching process oruse inappropriate teaching strategies which greatly reduces the quality of the picturebook teaching. More importantly, this situation has a negative impact on children’sinterest in reading.In order to solve these problems, this study analyzes the causes and proposessome suggestions: Firstly, when choose picture books, the teachers should refer to therecommendation of the researchers combined with their own experience, an excellentpicture book should be "talking", it must fit with the children’s level of competenceand life experience and have educational value; Secondly, read the text, art, educationinformation and theme of the picture book; Finally, in the implementation process ofthe picture book teaching activities, we should use various forms of teachingstrategies, such as the strategy of picture reading, guess reading, discussion andquestion, performance, drawing and so on.