A Study On Life Education In The Teaching Of Picture Books In Large Classes

Early childhood,as the foundation for lifelong development and growth,is a period in which life education for young children has far-reaching implications for their physical growth and development,their psychological well-being,their mastery of basic survival and life skills,their social development and the formation of their emotional attitudes and values.While thinking throughout the preschool years is mainly based on concrete and figurative thinking,the older children are beginning to develop abstract logical thinking,their emotional stability and intentionality are beginning to increase,they are more independent than before in terms of self-care,and their willingness to cooperate and awareness of rules is gradually increasing.With their rich knowledge of life education,vivid pictures,simple text and intuitive design,picture books provide teachers and parents with a convenient way to teach life education to young children,allowing them to fully express their interests,needs and emotions,while taking into account the age characteristics and physical and mental development patterns of older children.Picture book teaching is currently a popular and respected curriculum in kindergartens.It is a great help for early reading,promoting the development of young children’s independent reading skills,language skills,aesthetic skills,observation skills,intelligence,emotional and emotional and social development,and helping to develop good reading habits.Using observation,interviews and case studies,this study explores the problems and causes of life education picture book teaching activities in Kindergarten L’s older classes from the four dimensions of life education(people and themselves,people and society,people and nature,death education and sex education),and finally proposes specific strategies for optimization.This study investigates the life education activities in the teaching of picture books in Kindergarten L.Firstly,Lack of a systematic and well-developed mechanism for teaching and research on life education;secondly,the teachers’ teaching process is unclear in defining the connotation of life education for young children;thirdly,the teaching method is single;fourthly,the theme of death and sex in life education is neglected.Therefore,this study proposes educational recommendations at two levels: at the social level: firstly,policy support;secondly,the introduction of courses on life education for young children in preschool education majors in universities;at the kindergarten level: firstly,kindergartens should form teaching and research groups to create a good ecology for life education literacy enhancement;secondly,they should focus on teaching picture books to improve teachers’ professionalism;and finally,using picture books as a carrier,they should Finally,we should use picture books as a carrier to focus on the construction of a life education curriculum.Our education hopes to plant a seed of "love for life" in the hearts of young children,a seed that has the power to lead to goodness and upward mobility.One day the seed will sprout and grow into a huge tree.