Research On The Current Situation And Countermeasures Of Picture Book Reading Teaching In Township Kindergartens

Picture book is also called picture book,which is composed of pictures,characters and story plots.Because of its bright picture,rich plot and the cognitive development characteristics of children,picture book is popular with children and teachers.Picture books are literary,and words can promote the development of children’s language expression ability;Picture books are interesting,plot can fully stimulate children’s reading interest and cultivate good reading habits;Picture book is artistic,and picture can promote the development of children’s aesthetic ability,and enable children to appreciate,express and create beauty;Picture books are educational and can promote the development of children’s cognitive ability.Picture book has obvious value for the development of children.Kindergarten also pays attention to the important role of picture book,and begins to carry out picture book reading teaching.This study focuses on Township kindergartens by using literature,questionnaire,interview,observation and case analysis.Five kindergartens(one public garden and four inclusive private kindergartens)in town B are selected as the research objects to conduct investigation on the development of picture book reading teaching.The paper gives questionnaire to the teachers of rural kindergarten,and interviews them.When they enter the teaching activities of picture book reading in Township kindergartens,observe the current situation of picture book reading teaching in Township kindergartens,record the activities video,find out the problems and find the reasons,and put forward corresponding strategies for the problems.Specifically,this study mainly includes introduction and four chapters.In the introduction,the author expounds the reasons for the topic selection,literature review,research purpose and content,research significance,research methods and research innovation points.The first chapter defines the four concepts of township kindergarten,picture book,picture book reading and picture book reading teaching,and discusses the unique value of the teaching of picture book reading in Township kindergartens from the aspects of teachers and children.The second chapter,the paper analyzes the current situation of picture book reading teaching in Township kindergartens by using questionnaire survey,interview,observation and case analysis,including the knowledge of the teachers of the town and town,the formulation of the objectives,the choice of picture books,the implementation of picture book reading teaching The evaluation and the support of township kindergartens for picture book reading teaching are carried out in six aspects.Chapter three,according to the situation of picture book reading teaching in Township kindergartens,puts forward problems and attribution.Chapter four,aiming at the problems,puts forward the strategies to improve the picture book reading teaching in Township kindergartens.Firstly,through investigation,we find that there are the following problems in the teaching of picture book reading in Township Kindergartens: 1.Teachers seldom carry out picture book reading teaching activities;2.the teaching concept and behavior of picture book reading are inconsistent;3.the content of picture book selected by teachers is not scientific;4.the teaching method and process of picture book reading are primary school;5.teachers seldom carry out picture book reading teaching evaluation;6.the township kindergarten does not support the teaching of picture book reading.Secondly,the reasons for the above problems are as follows: 1.The primary school phenomenon of township kindergartens is serious;2.the overall level of kindergarten teachers in towns is low,and the ability to interpret picture books is limited;3.the children teachers in towns are too strict when they guide them to read picture books;4.the township kindergarten does not attach importance to the teaching of picture books and picture books reading;5.the government departments have weak support for kindergarten reading.Finally,the following strategies are put forward to improve the teaching of picture book reading in Township Kindergartens: 1.Teachers should carry out picture book reading teaching more and improve the knowledge and skills of picture book reading teaching;2.teachers should carefully select suitable picture books for children before carrying out picture book reading teaching;3.enrich the activity process of picture book reading teaching by using multiple teaching strategies;4.to carry out comprehensive,pluralistic and diversified evaluation on picture book reading teaching;5.change the concept and support the picture book reading teaching in many aspects.