Study On Picture Book Reading In Kindergarten From The Perspective Of Reception Aesthetics

Picture books are recognized as the "first book" of young children.Picture books create a rich picture book reading world for young children through picture and text ensemble.In the process of reading picture books,young children gain experience and gain growth.The process of children reading picture books is the process of dialogue with picture books,words and so on,which is reader-centered.And taking the reader as the center is the soul of the Reception Aesthetic..Reception Aesthetic takes the reader as the center,turns the emphasis of the literature research from the author,the work to the reader,puts forward the reader center,the vision of expectations,the calling structure and so on viewpoint,has provided the rich enlightenment for us to explore to stand in the young child's angle,carries on the picture book reading based on the picture book picture text characteristic.Nowadays,the value of reading picture books in kindergarten is paid more and more attention,we should use the concept of accepting aesthetic reader center-to carry out picture book reading centered on children.Based on the theory of Reception Aesthetic,this paper studies the reading activities of kindergarten picture books from the following parts:Introduction: The introduction includes five parts.The first part discusses the reasons of this thesis from three aspects: kindergarten picture book reading has multiple value for the development of recipient children,reception aesthetics can be used as the basic theoretical basis for kindergarten picture book reading,and the study of kindergarten picture book reading based on reception aesthetics is obviously less than three aspects.The second part of the literature review discusses the picture book reading,the theory of reception aesthetics and the related research of reading based on reception aesthetics and picture book reading.The third part briefly describes the purpose and significance of this paper.The fourth part of the research methods,this paper mainly uses literature method,observation method,interview method and case analysis method and other research methods to analyze the development ofkindergarten picture book reading activities and preschool teachers' understanding of picture book reading,find out the existing problems of picture book reading and explore the reasons.The fifth part,research innovation point.Based on the viewpoint of receiving aesthetics,this paper examines picture book reading activities and puts forward strategies for picture book reading from the perspective of receiving aesthetics,which combines receiving aesthetics with picture book reading,enriches the theory and practice of picture book reading and expands the application of receiving aesthetics.Chapter one: An overview of the basic theory of kindergarten picture book reading and acceptance aesthetics.Firstly,it explains the basic theoretical viewpoints of kindergarten picture book and reception aesthetics,including picture book,picture book reading,the concept of kindergarten picture book reading and the basic viewpoint of reception aesthetics reader center,expectation vision and call structure.Then the main theory of receiving aesthetics is combined with the goal,content and way of picture book reading,and the kindergarten picture book reading is re-understood in the perspective of receiving aesthetics,namely : " reader center" picture book reading goal: let children love reading;expect vision picture book reading content: meet children's reading expectations;summon structure picture book reading style: children and picture book text communication.Chapter two: the realistic examination of kindergarten picture book reading from the perspective of receiving aesthetics.Through the observation of kindergarten picture book reading activities and interviews with preschool teachers,this paper examines the current picture book reading activities: first,teachers lack attention to recipient children when setting picture book reading goals.Secondly,teachers ignore children's basic aesthetic needs and pursue the spirit of happy reading.Finally,the way teachers carry out picture book reading is single,which does not fully excavate the children's call to the text,which is mainly manifested in the teachers' neglect ofthe diversity of children's listening,the neglect of the rich connotation of picture book pictures and the basic characteristics of children's reading acceptance.Chapter three: the strategy of kindergarten picture book reading from the perspective of receiving aesthetics.Under the guidance of receiving theory,combining the characteristics of picture book reading in kindergarten and the actual situation of teachers and children,this paper puts forward the specific strategies of picture book reading in the perspective of receiving aesthetics: first,to realize the goal of picture book reading by sharing life and aesthetic experience and creating a good reading environment;second,to make use of visual text processing and rich picture book types to create appropriate aesthetic distance and achieve content selection based on children's expectation vision;Finally,through improving teachers' professional quality of picture book reading and guidance,excavating the rich call of picture book picture and text,organizing and carrying out various ways of reading,etc.to better carry out picture book reading.