The Research Of The Current Situation And The Improvement Strategy On Picture Book Instruction In Preschool

Picture books are provided with the values of both aesthetics and literature as well as the different values and functions in education. On the basis of picture books and its teaching value theory, we conducted a survey on the conditions of picture books’ teaching in Wuhan City Preschool in Hubei province so that we can know teachers’ attitudes and acknowledges on picture books and picture book teaching as well as the current condition of picture book teaching in terms of its teaching objectives, content, implementation, organization and management. Through this survey we can find the problems existed in today’s picture book teaching of preschool and figure out the root causes of these problems by analyzing the real records of classes and interviewing teachers and some other methods. After this we can put forward the correspond measures which can enhance teacher’s capability for professional development, improve the effectiveness of picture book teaching and realize a complete study of preschool picture book teaching pattern in both theory and practice.Using different research methods of Questionnaire Survey, Observation and interview, I carried out a detailed investigation on the overall status of the whole Wuhan city’s picture book teaching. He following are the issues found in the questionnaire: Firstly, fuzzy understanding of picture book and its teaching of preschool teacher. Secondly, a gap between the goal and reality of picture book teaching. Thirdly, the low frequency of picture book teaching classes. Fourth, small quantity of picture books. Fifth, poor efficiency of teacher-children interaction. Sixth, unscientific teaching evaluation method. Seventh, immature organization and management of preschool.What influence the preschool picture book teaching? Following are the related factors: Firstly, the professional qualities of preschool teacher is worrying. Secondly, parents are not cooperative with picture book teaching. Thirdly, the system for supporting picture book teaching is not perfect. Fourthly, the social support to picture book teaching is insufficient. In view of these factors, how could preschool increase the effectiveness of picture book teaching? First, demonstrate preschool teachers’ professional quality; Second, strengthen the cooperation of parents;Third, improve the kindergarten support system;Fourth, establish a good social-atmosphere of practicing picture book teaching.