A Study On The Co-reading Of Picture Books By Teachers And Students In Primary Schools For Children's Life Development

In recent years,picture books have been playing an increasingly important role in primary education.Picture book is the art of picture and text ensemble,“picture” and “text” jointly deduce the same story.It contains love,aesthetics,childlike innocence,very consistent with the needs of children's life growth.Therefore,the co-reading of picture books by teachers and students in primary schools provides a possible path to meet the needs of children's life growth.The core purpose of this study is to:deep into the scene that teachers and students reading together to find the problems existing in the current picture books co-reading by methods such as observation and interview.And then analyze the cause of the problem of reading together and accordingly put forward the corresponding suggestions which can make teachers in the process of reading picture books with children full excitation force of picture books,accelerate the development of children's life.This thesis firstly analyzed the current problems of the picture books co-reading between teachers and students in the elementary school: taking the utilitarian value — — such as improving the ability of “listening,speaking,reading and writing”and so on——as the ultimate value,and weakening the strength of love,aesthetic and childlike innocence that picture books contain,ignoring children's experience of love,children's aesthetic needs and the guardian of childlike innocence;In addition,through practical investigation,the specific problems existing in the current co-reading activities of picture books among primary school students and teachers were sorted out.Firstly,the “copinism” was adopted in the selection of picture books:teachers only choose picture books around the theme of the course,and have no intention to share picture books with children.The second is the separation of teachers and students in the process of picture books' co-reading:teachers do not pay attention to the needs of children,and the process of co-reading is stylized,which leads to serious didactic phenomenon.Thirdly,the mode of co-reading extension is solidified:co-reading extension become practical classroom work.Through further observation and interview,the author analyzes the three main reasons for the above problems:firstly,in the preparation for co-reading,teachers do not have the leisure life state,do not fully understand the value of picture books,and do not have the drive of understanding picture books;Secondly,in the process of co-reading,the teacher's adult-oriented ideology is serious,not fully aware of the significance of children's life growth;Thirdly,in the process of co-reading extension,teachers do not form their own internal education concept,so the extension is too modular and practical.In view of the problems and reasons for the co-reading of picture books between teachers and students,the author proposes three suggestions:teachers should deepen their understanding of picture books and choose picture books carefully;embellishing the teacher's own life by picture books and “closing to” the student's life;also,teathers should cultivate self-education,pay attention to the spiritual life of students.Through this study,the author expects that the process of picture books co-reading between teachers and students can bring happy emotional experience,fully pleasure and spiritual strength to children.Furthermore,preserving childlike innocence:protect the word of childlike innocence,so as to effectively promote children's life growth.