A Semiotic Perspective Of Picture Book Reading Activities In Kindergartens

Picture book reading is conducive to the development of preschool children’s language expression ability,the germination of reading and writing consciousness and reading and writing ability,and the improvement of visual literacy.It is of great value to the cultivation of children’s reading ability and the growth and development of their whole life.The perspective of kindergarten picture book reading activities from the perspective of semiotics is conducive to re-examine the picture book as a symbol entity,clarify the multi-party interaction in picture book reading activities,reflect on the problems and reasons existing in kindergarten picture book reading activities,and further put forward feasible suggestions.This study,starting from the perspective of semiotics,constructs the whole operation process of picture book reading activities in ideal state,expounds the dialogue mechanism between children and text in picture book reading activities,and clarifies the interactive side and multiple interaction space in picture book reading activities.Through the in-depth investigation and analysis of picture book reading activities in kindergartens,we find that there are many problems in the development of picture book reading activities in Kindergartens:first,there is a tendency of alienation in the symbolic text in the reading activities of picture books.On the one hand,teachers tend to use picture book materials as tools,pay too much attention to the educational function of picture book reading materials,and ignore the dynamic use of picture book reading materials.On the other hand,the teacher’s treatment of the original picture book is in a state of distortion,neglecting the sub text elements of the original picture book,and the processing of the original picture book is arbitrary.Secondly,the dialogue space between children and picture book text is compressed in picture book reading activities.On the one hand,the lack of children’s reading autonomy weakens the vitality of multi-party interaction,and children lack the autonomy and creative expression based on picture book symbols.On the other hand,the interaction subject and interactive space affect children’s acquisition of picture book meaning.The imbalance of children’s audio-visual integration in picture book reading restricts the construction of symbolic text meaning.The limitation of reading environment will also directly affect children’s reading of text.Finally,the generation of personalized text is limited by teacher child interaction.On the one hand,teachers’ support for children’s personalized reading is mainly manifested in the simple content and rigid evaluation mode of the symbolic text of picture books.On the other hand,teachers’ support for children’s diversified reading is insufficient,mainly manifested in the use of additional questions in picture book reading activities to reduce the possibility of children’s diversified reading,and the lack of multi symbol mode for the meaning construction of picture book text.In order to solve the above problems reasonably,this study puts forward relevant suggestions based on semiotics theory.First of all,reshape the concept of teachers and create a reading community.Teachers should be clear about the core content of picture book reading activities,and promote the transformation of picture book materials to dynamic symbolic text.Secondly,construct a sufficient and effective dialogue space between children and the text,and reposition the role of teachers.Teachers should give way to children’s reading subject and effectively promote the unity of abstract picture symbols and concrete character symbols.Finally,the benign interaction between teachers and children can promote the generation of children’s personalized text.Teachers should coordinate the interaction subjects,support children to construct meaning independently,and guide children to deal with the relationship between the refinement and accuracy of symbolic information.