Action Research On Dialogic Reading Teaching In Kindergarten From The Perspective Of Big Ideas

With the explosive growth of knowledge,and the contradiction between the finiteness of individual learning and the infinite growth of knowledge,it is particularly urgent for humans to use the dominant concept to explain the complex and fragmented knowledge.Kindergarten education,as the starting point of basic human education,needs to be enlightened with big ideas early.However,the current research on the big idea in our country only stays at the theoretical discussion and analysis,and there are few studies using big ideas to guide the teaching practice of early childhood education,and only a few articles mostly focus on the primary and high school stage,using big ideas to guide the teaching practice of the early childhood stage is still in the blank stage.At the same time,some studies have confirmed that dialogic reading is an effective form of early reading teaching in the early childhood stage.However,the research on dialogic reading in our country,especially the mainland,is mostly based on experimental methods and lacks qualitative research.This study adopts the action research method,specifically using observation,interview,measurement to collect data.The researcher conducts research on the problems in the process of dialogue-based reading teaching conducted by cooperative teachers from the perspective of big ideas,what strategies are adopted to address these problems,and the final results.The entire action research process is divided into three rounds.The first round is the initial attempt and exploration stage of teachers’ dialogue-based reading teaching based on the big idea,focusing on the understanding based on guided questioning.The first round of feedback found that the teacher’s teaching process is rigid and standardized;The second round is the adjustment and revision of teachers’ dialogue-based reading teaching based on the big idea,mainly focusing on the interpretation of the side of understanding.At this stage,the reading steps were flexibly adjusted according to the problems in the first round,and it was found that the teacher’s educational concept was biased;The third round is the teacher’s application and improvement of the dialogue-based reading teaching based on the big idea,mainly focusing on the lasting understanding of the reasoning based on the big idea.Enhance teachers’ effective questioning ability and promote teachers’ flexible application of dialogue-based reading teaching strategies based on big ideas.The study found that the dialogue reading teaching based on the big idea promotes the transformation of teachers’ ideas and the improvement of professional ability;The flexible use of dialogue reading teaching and the promotion of teachers’ educational concepts are the key factors in the effect of dialogue reading teaching from the perspective of big ideas;Dialogue reading teaching based on big ideas enhances children’s interest in reading in large classes,enhances children’s grasp of the content of the story and deepens their understanding of the story,Deepen children’s understanding of the big ideas in picture books.This research proposes the following suggestions: Make good use of picture books with big ideas to discuss relevant issues with children;teachers should flexibly adjust the use of dialogue reading strategies based on children’s feedback in teaching.Teachers need to establish correct early reading concepts;kindergartens should strengthen teacher training,provide theoretical guidance for teachers to carry out dialogue-based reading teaching based on big ideas,and improve teachers’ ability to carry out picture book reading activities based on big ideas.