Strategic Research On Picture Book Teaching Of Kindergarten Children Between 5-6 Years Old Under The Guidance Of Scaffolding Teaching

With the increasingly prominent value of picture books,more and more educators are teaching picture books and gradually become an important part of collective activities.However,researchers found the following problems in picture book teaching through the collation of literature and interviews with teachers: 1.Blind selection of picture book teaching materials;2.The teaching objectives of picture books are not reasonable enough;3.The picture book teaching method is mechanically simple;4.Lack of single preparation for picture book teaching;5.The guidance of teachers' questions needs to be improved.6.The traditional evaluation of picture book teaching is conservative.7.Children's dominant position is not prominent enough.Scaffolding instruction,as an effective modern teaching strategy,has certain application value in children's picture book teaching activities.Scaffolding instruction mode emphasizes the gradual reduction of the teacher's guidance component,and finally enables students to independently discover and solve problems,shifting the responsibility of monitoring learning and exploration from teacher-centered to student-centered.To help children understand words beyond their current level,they need effective guidance and demonstration from adults,which can provide an appropriate support for children.This requires the introduction of scaffolding teaching theory into picture book teaching in large classes of kindergartens.Then,based on theory and practice,two large classes of a kindergarten in Baoding city were randomly selected as the experimental class and the control class,with 20 students in each class.The two classes used the same six picture books for six times of picture book teaching activities.The experimental class was designed and implemented picture book teaching activities by researchers under the guidance of scaffolding teaching,while the control class was conducted with regular picture book teaching by teachers in charge.Finally,quantitative results are obtained through statistics,and qualitative analysis of children's performance is used to understand whether there are differences between the two classes.The research results are as follows: large class picture book teaching under the guidance of scaffolding teaching is helpful to cultivate children's reading interest,improve children's reading ability,and help children's imagination and cooperation development.The purpose of this paper is to study the strategies suitable for children between 5-6 years old picture book teaching in kindergartens through action research and relevant theories of scaffolding teaching: 1.Reasonable selection of picture books;2.The teaching objectives and contents shall be in accordance with the nearest development zone.3,effectively build teaching support;4.Construction of cooperative discussion links;5.Adopt the model of mutual evaluation between young and young;6.Realize the transformation from relying on the scaffold to reading independently,reading alone to sharing reading.