Investigation On The Children's Picture Book Reading Teaching Strategy In The Kindergarten

Picture books are internationally recognized as the most suitable books for c hildren to read since the twenty-first century.They have beautiful pictures and h umorous stories,whose tenet is consistent with Guidelines for Kindergarten Educ ation promulgated by China's Ministry of Education in 2001.It proposed “to gui de children to contact with excellent children's literary works to inspire childre n's interests in books by drawing,painting and other methods." These ideas are embodied on picture books,As the good material for early reading,picture book is increasingly favored by the kindergarten teachers that due to the promotion o f the experts and scholars in recent years.We start the study from the strategy of the kindergarten picture book teaching,and conduct a survey on the use of the kindergarten picture book teaching strategies by the method of literature,interview,observation and case analysis.First of all,the study has introduced some details of subject,including research background,purpose and meaningfulness,current research development at home and abroad,the idea and method of the research.On the basis,To understand the current situation of kindergarten picture books reading teaching strategy,exposed problems in the analysis of the status quo,and try to give the corresponding Suggestions and countermeasures.This topic through the form of questionnaire and interview,through the anal ysis of the data and interview,found the picture books reading teaching strategie s exist the following problems:1.Limited in selection of picture books,and ignore d the children's ability and life experience;2.Lesson plan design lack of scientific,the teaching goal overemphasis on knowledge,ignore the other value of the pic ture books;3.Single teaching form,teaching extends to carry out the insufficient;4.Teachers' questions and response strategy formality,the lack of effectiveness;5.Ti me allocation to ignore children's reading time;6.The diversification of evaluation subject is still insufficient;7.Evaluation of content of lay particular stress on kno wledge,ignore the other aspects of the development of children;8.Teachers' under standing of the evaluation method of the one-sided,lack of scientific evaluation method;Through the detailed analysis of the above problems,their own comprehensive early childhood teachers,kindergartens and social external factors of comprehensive influence three aspects of countermeasures are put forward.Teachers:1.Based on the drawing of the pluralistic value selection strategy;2.Establishment of picture books reading teaching classrooms,science of picture bo oks reading teaching lesson plans;3.Apply multiple reading methods,improve teac hing methods and develop teaching form;4.Improve the effectiveness of the questi ons and reply;5.Creating comfortable learning environment;6.encourage children to participate in the teaching evaluation;7.Using various evaluation content and eval uation methods of science;Kindergartens:1.Arouse teachers reading enthusiasm,actively participate in pi cture books teaching;2.Build a learning community,promote teachers draw the re ading teaching strategy related knowledge;Social external factors:1.Publishing excellent picture books for further promot ion,rich types of picture books;2.To speed up the localization of painting creati on and distribution,let the children in China can read picture books of Chinese elements;3.The backwardness of the break to draw the various aspects research,p rovide strong theoretical basis for practice teaching;...