The Present Situation And The Countermeasure Study Of The Picture Book Reading Teaching In Large Class Of Kindergarten

The picture book is a story book with picture.The pictures and texts present the content of the story,which is in line with the cognitive characteristics of children,suitable for children to read,and express the feelings of the story in the story plots.The Guide for Learning and Development of Children Aged 3-6 indicates that “leading young children to observe the picture carefully,discussing the content of the story in combination with the screen,and learning to establish the connection between the picture and the content of the story” and make the children has preliminary reading ability.The picture book is a reading material for children.The picture book reading teaching fosters children's reading interest,helps children improve their reading ability,and develops children's imagination in picture book reading.This study comprehensively used the literature method,questionnaire survey method,interview method and case analysis method.Randomly select the large class teachers of Shijiazhuang City's ten kindergartens(five public parks,five private parks)to conduct questionnaire surveys and interviews for knowing about the teacher's understanding of picture book and the picture book reading teaching and grasping the current situation of the picture book reading teaching.In order to understand more about the actual situation of the picture book reading teaching in large class,the researcher identifided one case garden(public garden)in ten research kindergardens to record and analyze the picture book reading activities of the large class,and selected two teaching activities to conduct in-depth analysis.The problems existing in the picture book reading teaching in large class of kindergarten,and further put forward corresponding countermeasures.Through the analysis of the collected data,it is found that there are the following problems in the reading teaching of kindergarten large-scale picture books: First,teachers have deviations in the understanding of picture books.Secondly,teachers have poor ability to select picture books.Third,teachers interpret one-sided analysis of picture books.Fourth,the reading teaching organization of the picture book is rigid.Fifth,the reading activity of the reading teaching is blurred.Sixth,the lack of the child's subject status in the reading teaching of the picture book.Through the analysis of the causes of the problem,this study proposes the following improvement measures: First,to improve teachers' perception of picture book and picture book reading teaching.Second,to improve teachers' ability to choose the theme of the picture books.Third,to improve the level of teachers' in-depth study of picture book.Fourth,scientifically carry out reading teaching of picture books.Fifth,effectively design an extension of the picture book reading teaching.