An Experimental Study On Improving 4-6-Year-Old Children’s Picture Cognitive Ability Through Picture Book Teaching

4-6 years old is a critical period for children’s growth,during which children initially have the cognitive ability to identify picture style,understand the emotional meaning of pictures,identify special pictures and other pictures.This ability will continue to develop with the growth of children’s age,and its development also plays an important role in children’s future learning and life.One of the ways for 4-6 years old children to contact pictures in kindergartens is the picture book teaching activity,which has become one of the important forms of kindergarten education activities.However,whether picture book teaching activities can effectively promote the development of children’s picture cognitive ability,which factors will affect the effect of picture book teaching,and how to design picture book teaching activities are still unresolved problems.Therefore,this study conducted investigations and experiments from three aspects: the current situation of children’s cognitive level of picture and teachers’ ability to read pictures,the influence of picture book teaching on children’s cognitive ability of picture,and the teaching strategies of picture books,in an attempt to answer these pending questions and provide teaching suggestions for children’s cognitive ability of picture.This study uses educational experiment method,measurement method,observation method and interview method to explore the influence of picture book teaching on 4-6 years old children’s picture cognitive ability.Taking D public kindergarten in Zhanyi District,Qujing City as the experimental garden,the study was carried out mainly by experimental method.Two middle and two large classes were randomly selected,with 24 children in each class as experimental subjects,a total of96 subjects were divided into experimental group and control group.The experiment is mainly divided into three steps.The first step is to test the experimental group and the control group,and evaluate and analyze the present situation of children’s picture cognitive ability through the pre-test.Step 2: Picture book teaching intervention for the experimental group,including three aspects of picture book teaching scheme design,picture book teaching teacher training and picture book teaching implementation;Step 3: Post-test the experimental group and the control group to evaluate and analyze the children’s picture cognitive ability after the intervention of picture book teaching.Picture books teaching intervention on cognitive style picture（cognitive "straightforward-fine" and "fantasy-reality" drawing style）,cognitive moral emotion picture（picture of cognitive "happy" and "sad" moral emotion）and cognitive special pictures（ambiguous）three aspects,the teaching intervention for 2 months,picture books teaching activities carried out in the experimental group 2 times a week,A total of 16 picture book teaching activities.After comprehensive analysis of the data obtained from the survey and experiment,the following conclusions can be drawn:First,picture books teaching can effectively promote the 4-6 years old children’s drawing the development of cognitive ability,namely the picture books teaching after the intervention,children’s cognitive style picture（cognitive "straightforward-fine" and "fantasy-reality" drawing style）,cognitive moral emotion picture（picture of cognitive "happy" and "sad" moral emotional）and cognitive special pictures（ambiguous）the ability to have a significant development.Second,there is no significant age difference in the intervention effect of picture book teaching on the picture cognitive ability of 4-6 year old children,but after the intervention of picture book teaching,the picture cognitive ability of the big class is better than that of the middle class,which is shown as follows: Children in the upper class are better than those in the middle class in cognitive picture style（cognitive picture style of "straightforward-fine" and "fantasy-reality"）,cognitive picture emotional meaning（cognitive picture emotional meaning of "happy" and "sad"）.Third,there is no significant gender difference in the picture cognitive ability of4-6 year old children,but after the intervention of picture book teaching,boys’ picture cognitive ability is better than girls’.Specifically,boys are better than girls in cognitive picture style（cognitive picture style of "straightforward-fine" and "fantasy-reality"）,cognitive picture emotional meaning（cognitive picture emotional meaning of "happy" and "sad"）and cognitive special picture（ambiguous picture）.Fourthly,picture book teaching has a significant improvement effect on the cognitive ability of 4-6 year old children,which is shown as: ability to identify "happy" picture emotions > ability to recognize "fantasy-reality" picture styles >ability to recognize "straightforward-fine" picture styles > ability to identify "sad" picture emotions.The cognitive ability of "happy" is the most significant improvement,while that of "sad" is the least significant improvement.The cognitive ability of "fantasy-reality" is higher than that of "straightforward-fine".Based on the survey and experimental results,the following suggestions are provided for kindergartens and preschool teachers.The specific performance is theoretical training and practical operation training.Second,to provide support for the development of children’s picture cognitive ability;The specific performance is to enrich the types of picture books and actively carry out home cooperation.Teachers:First,preschool teachers should pay attention to the development of children’s picture cognitive ability and carry out scientific picture book teaching activities.Specifically,teachers should strengthen the study of knowledge and theories related to picture cognition ability,make reasonable teaching plans and teach students according to their aptitude.Secondly,teachers should create and perfect the teaching conditions of picture books and pictures for children.Teachers should choose appropriate picture books for children based on the development law of children’s picture cognitive ability,provide rich activity materials and pay attention to guide the development of children’s independent creative ability.There are three ways to expand children’s picture cognitive ability,including daily life activities,intensive teaching activities and extension activities.