Experimental Research On The Influence Of Picture Book Teaching On The Companion Ability Of Middle School Children

Peer interaction is an important way for children to socialize.Peer interaction is an important part of children’s socialization.The level of peer communication ability affects the development level of children’s peer communication to a certain extent.Therefore,it is of great significance to pay attention to the development of peer communication ability.The educational goal of the "Guidelines for Kindergarten Education(Trial)" refers to the need for young children to have confidence and willingness to interact with others,to learn from each other,to cooperate and share,to be compassionate,and to require preschool teachers to guide preschool children to learn initial interpersonal relationships.skill.Then,the way to promote the ability of peers to communicate with young children has become the focus of this study.Through the screening of various interventions,it is found that the picture book not only meets the age characteristics of young children,but also contains rich children’s communication content.Therefore,the picture book is used as a carrier to carry out picture book teaching.Teachers use picture books as teaching materials to deeply explore the value of picture books,according to the age of children.Stage characteristics,reasonable development of teaching objectives,use of narrative,questioning,discussion and performance of games,painting,music and other forms of teaching,planning,purposeful,organized completion of teaching objectives,in order to improve the ability of young children’s peers.Montessori believes that 2-5 years old is the fastest growing period for young children in the social field,and 4-5 years old is a sensitive period for children’s social development.Therefore,this study selected two middle-class children as research objects,respectively as experiments.Class and control class.The research mainly uses experimental methods,questionnaire survey methods,measurement methods and other research methods.The experiment is divided into three parts: pretest,experimental intervention and posttest.First,the "4-6 years old children’s peer communication ability scale" was used to measure the ability of peers in the two classes before the experiment.Secondly,using the selected eight picture books covering the four dimensions of peer communication ability,the teaching design is followed by the picture book teaching intervention.Finally,the meter is used for post-testing,and the experimental class is compared with the pre-test of the control class to study whether the picture book teaching is conducive to improving the companion ability of the middle school children.By analyzing the experimental data,the following conclusions are drawn:1.Before the implementation of the picture book teaching,there was no significant difference in the peer communication ability between the experimental class and the control class.2.The difference between the test results and the pretest results is not significant.3.After the implementation of the picture book teaching,the difference between the post-test and the pre-test is significant,and the difference in prosocial behavior is extremely significant.4.After the implementation of the picture book teaching,the difference between the test and the control class after the experimental class is significant.The above research results show that the picture book teaching can effectively improve the peer communication ability of the middle school children.In this study,the four dimensions of peer communication ability are the main content of the study,and the picture book teaching is implemented.Therefore,the researcher will combine the research process and the research results to propose targeted education recommendations around the four dimensions of peer communication skills: Picture book teaching enhances children’s social initiative;use picture book teaching to develop children’s language and non-language ability;use picture book teaching to overcome children’s social obstacles;use picture book teaching to promote children’s prosocial behavior.