| With the increasingly prominent value of picture books,more and more early childhood educators will carry out picture book teaching in the collective activities of and picture book teaching has gradually become an important part of collective activities in the field of language.However,through the investigation of the teaching of picture books in large class of kindergarten in K city,such as the teachers’ understanding of picture book teaching,the selection standard of picture book,the formulation of teaching plan,the application of teaching methods and the questions and activities extension in class,the paper finds out the problems existing in picture book teaching of large class preschool teachers,further analyzes the causes of the problems and puts forward some suggestions and measures to solve them The course provides practical experience and theoretical basis for reference,so as to continuously improve the picture book teaching program to provide advice,guidance and support for the development of the garden-based curriculum.This study selected the large class preschool teachers in K city as the object of questionnaire survey and interview to explore the present situation of picture book teaching of large class preschool teachers in K city.By using the literature analysis method,the paper collates and analyzes the related materials of picture book teaching,and obtains the present situation of picture book teaching of large class preschool teachers in K city by interview method,questionnaire method and actual record analysis method.The results of this study are as follows.First of all,through the collection of questionnaire data and interviews with teachers,the researchers found that there are the following problems in picture book teaching: lack of understanding of picture book teaching emphasis;lack of ability to design picture book teaching;picture book teaching methods and procedures are too single;teachers ask questions about picture book teaching;ignore the role of picture book teaching extension;kindergarten picture book teaching investment is insufficient;kindergarten attention to picture book teaching and research is low;home cooperation consciousness is weak.Secondly,further analysis of the problem,the specific causes of the problem are as follows: teachers lack the quality and quantity of reading,which makes it difficult to explore the potential value of picture books;teachers have less knowledge of picture book teaching and difficult to show their creativity;teachers have insufficient experience and fail to master the ways and methods of extended activities;under the social background of kindergarten primary school,the importance of picture book teaching is insufficient;the mechanism of kindergarten picture book teaching and research activities is not perfect,which affects the professionalism of teacher picture book teaching;parents’ negative attitude towards picture book teaching affects home cooperation.Finally,according to the existing problems and their causes,this paper further puts forward the following specific strategies: teachers increase the reading of picture books,improve their own literary accomplishment,teachers use self-made picture books to improve their teaching ability.Kindergarten should integrate teaching information resources,build multi-platform for teachers and strengthen home cooperation in picture book teaching. |
