Research On The Application Status And Countermeasures Of Chinese Original Picture Books In Kindergarten Collective Teaching Activities

In the "Opinions on the Implementation of the Project of Inheritance and Development of Chinese Excellent Traditional Culture" promulgated by the State Council,it is required that the work of the inheritance and development of Chinese excellent traditional culture be placed on an important agenda and fully integrated into ideological and moral education,cultural knowledge education and other links.In addition,the "Guidelines for the Implementation of Standardized Training for Newly Enrolled Teachers in Kindergartens"just issued by the Ministry of Education also emphasizes that teachers should be familiar with China’s excellent traditional cultural forms and use effective carriers to organize relevant teaching activities.Therefore,when teachers carry out cultural enlightenment education for young children,they can choose high-quality Chinese original picture books as teaching resources to promote the excellent culture of the motherland.However,from the actual situation,teachers’attention and use of Chinese original picture books are not high,and children are rarely exposed to picture book stories with strong Chinese heritage and strong folk flavor.Based on this,this research focuses on understanding the current status of collective teaching activities of Chinese original picture books,discovers the problems of teachers in teaching applications,discusses the reasons why kindergarten teachers rarely have the opportunity to use Chinese original picture books for group teaching,and proposes scientific and reasonable solutions to encourage Excellent Chinese original picture books are invested in the collective teaching activities of kindergartens.This research mainly adopts three methods:text analysis method,interview method and questionnaire survey method.First,through text analysis,understand the picture characteristics,character images,and story lines of Chinese original picture books,and elaborate their originality.Second,through interviews,select a total of 7 teachers in three kindergartens,A,B,and C.Understand their overall knowledge and application of Chinese original picture books.Finally,through questionnaires,a questionnaire was distributed to preschool teachers in 8 kindergartens(a total of 210 copies,and 205 copies were effectively recovered)to understand the collective teaching activities of Chinese original picture books in kindergartens.The current application status in data supplements the content of the interview.The results of the study show that teachers’ overall cognition is more one-sided,their attitudes are more negative,and they lack the perspective of children’s analysis.In the teaching preparation stage,the production of material materials is expensive and the courseware is simple to set up;in the previous experience preparation,the child’s subjective feelings are ignored.In the teaching implementation stage,the overall teaching application level is low,which has not attracted widespread attention of teachers;the goal focuses on knowledge and interest,ignoring the transmission of moral emotions;the type of content selection is one-sided,and the proportion is seriously unbalanced;the method used lacks creative ideas and national characteristics;The link design is universal,and the core elements of Chinese original picture books are not highlighted.At the stage of teaching summary,teachers face great obstacles and have urgent teaching expectations.Based on the above content,the solution strategies proposed in this study are as follows:First,teachers should learn extensively and fill up the knowledge and theories related to Chinese original picture books;they should also be willing to create and strengthen practice.Secondly,in the teaching process,teachers prepare materials that are more original and effectively use the corner space;the content selection is diverse,covering different fields;the method is characterized to enhance the sensory experience;the process design is novel,and the teaching rhythm is gradually mastered;the whole Intensify the teaching and strive to tap the core connotation.Once again,China’s original picture books need to provide a variety of types and increase the intensity of communication.The last is external conditions.The state should adopt policy guidance and indicate the direction;communities should engage in benign interactions to achieve resource sharing;kindergartens need to be refined and play a dominant role in children;parents should also actively cooperate to promote homeland concentricity and win-win.