Problems And Strategies Of Parent-Child Picture Book Reading In Large Class

Picture book reading is an important way of early education.It can broaden children's knowledge,improve their self-reading ability,cultivate good habits and develop harmonious parent-child relationship.It has unique significance for children's physical and mental development.Large class children are in a special stage of physical and mental development.It is in line with their psychological and age characteristics to carry out parent-child picture book reading of large class children,which is also determined by their reading characteristics.On the basis of drawing lessons from the research results of children's picture book reading at home and abroad,this study selected some parents of large class children in Jinzhou as the research object,investigated the current situation and existing problems of children's picture book reading in large class with self-compiled questionnaires and interview outlines,analyzed the reasons for these problems,and put forward suggestions to improve the effect of children's picture book reading in large class.In view of the wide shortcomings of the previous research object of preschool children's picture book reading,this study will focus on the large class children's parent-child picture book reading,and explore ways to improve the reading effect of the large class children's parent-child picture book.Firstly,the age characteristics and reading characteristics of large class children are distinguished,and the object of study is defined.According to the theory of cognitive development stage,tacit knowledge and image theory,this paper constructs an analytical framework for parent-child picture book reading of large class children,and clarifies the connotation of picture book reading of large class children.Secondly,this paper investigates the current situation of children's picture-book reading in some families in Jinzhou from five aspects: picture-book reading concept,picture-book reading text,picture-book reading environment,picture-book reading method and picture-book reading effect,and analyses the existing problems.The results show that there are some problems such as parents' unclear understanding of picture book reading,parents' random selection of picture books,the time and place of picture book reading are not fixed,the method of picture book reading is single,and the lack of interaction in picture book reading.The reasons lie in the deviation of parents' conception of picture book reading,the ambiguity of text selection criteria,the improper plan of picture book reading,the arbitrary creation of reading environment,and the failure of picture book reading methods.Finally,the strategies toimprove the reading effect of large class children's parent-child picture books are put forward:changing parents' reading concept,defining the selection criteria of picture books,formulating detailed picture book reading plan,creating a harmonious picture book reading environment,mastering picture book reading methods,and actively seeking outside support.The conclusion summarizes the shortcomings of this study,and makes a prospect for the follow-up research.Children's picture book reading plays an important role in children's physical and mental development.Parents should play a guiding role in improving parents' participation behavior to improve the reading effect of large class children's parent-child picture book.