The Research And Development On Theme Activities With The Carrier Of Picture Book In Kindergarten

Currently the theme activity is the main activity organization form advocated by kindergartens, but problems such as the narrow range of theme sources,the limited educational resources available and the weak inter-domain compatibility are universal in the implementation process. Moreover, children generally have insufficient individual emotional experience and development, thus limiting their diversified development. Picture books, as important education resources, have unique value in the development process of young children. The picture book instruction has attracted extensive attention in recent years and is a proper and effective teaching activity form.Starting from the theme activities in kindergarten and the connotation of picture books, the research explores the current application state of picture book instruction,and then adopts the case study of qualitative research by choosing the case of kindergarten A in Chengdu City, Sichuan Province around the kindergarten book characteristic course construction—the research and development on the theme activities with the carrier of picture book in kindergarten and uses various methods including literature research, observation method and object collection comprehensively to carry out an action research on the process of teachers constructing theme activities with the carrier of picture book in kindergarten. The research findings are listed as follows. Picture book has not only noumenon value in the field of language, but also the multiple values in health, society, science, art and many other fields. Therefore,appropriate picture book can be adopted to carry out theme activities in kindergarten, so as to effectively promote the diversified and intelligent development of children. As for how to choose picture book, we should take into account the differences in the age and character of children, and choose those picture books which are diverse in types and rich in contents, and which has multiple values and attach equal importance to various fields. Besides, in terms of the design of theme activities, we need to pay attention to the conformability of contents, the continuity of activity implementation, the connection between picture books and daily life, the diversity of education fields, as well as the generativity of children’s interest for study. In short, we should select picture book as a carrier, and use them in different environments, games, and activities by means of theme activity network diagram; and we should also adopt the methods of comprehensive evaluation, formative evaluation, and summative evaluation, to constantly make adjustment, reflection and summary of activity objective, content and process, as well as education strategy, so as to optimize theme activity and promote the overall growth of children.