Scaffolded Teaching Is Applied To Action Research In Kindergarten Picture Book Teaching

As kindergartens gradually realize the important value of picture books for children’s development,more and more educators have carried out picture book teaching,and picture books have become an important tool for developing children’s language ability.As a teaching method that can effectively improve children’s cooperation ability and language ability,scaffold teaching has gradually been applied to various fields of kindergarten.Scaffold teaching emphasizes highlighting the main position of young children and taking young children as the center.Teachers should build braces in the child’s nearest developmental area and gradually remove the scaffold as the child’s abilities improve.Through the application of scaffold teaching,the teacher’s guidance component is gradually reduced,the responsibility is gradually transferred to the children,and the children solve problems through independent thinking and group cooperation,enhance their sense of cooperation and improve their cooperation ability.The aim of teaching is to enable the child to transcend his current level of development.However,in order to surpass his current level of development,he needs the conscious guidance and demonstration of teachers.This is also the importance of applying scaffold teaching in picture book teaching.Based on the review of relevant literature,this study interprets the concept,theoretical basis,principles,types and implementation links of scaffold teaching.After that,based on theory and practice,teachers from five kindergartens in southern Xinjiang were interviewed,and in-depth classroom observation was carried out,and it was found that teachers did not know enough about scaffold teaching,and there were fewer cases of using scaffold teaching in picture books.In order to study the applicability of scaffold teaching in picture book teaching in kindergartens in southern Xinjiang,action research was carried out with the first class of Y kindergarten in Aral City.The action study used three picture books to carry out a three-month three-round action research with a total of 8 lesson hours,and a total of 30 children in the first secondary class pre-tested the children’s language ability and cooperation ability before the action study,and designed picture book teaching activities based on scaffold-based teaching with cooperative teachers according to the results of the pre-test.Finally,it is confirmed whether the child’s abilities in all aspects have been improved based on the child’s relevant performance.The results of the study are as follows: for children,it expands their vocabulary and cultivates their good reading habits,emotional ability and aesthetic ability;The frequency of children’s active questions increased,which developed children’s ability to think independently;The awareness of children’s group cooperation to solve problems has been deepened,and the ability to cooperate has been improved.For teachers,they deepen their understanding of the theory of scaffold teaching,improve their ability of teaching design,and basically master the implementation skills of scaffold teaching.Through action research and the relevant theories of scaffold teaching,this paper proposes strategies for applying scaffold teaching to picture book teaching in kindergartens: 1.Teachers establish a scientific concept of picture book teaching,use a variety of ways to learn,and improve picture book teaching literacy;2.When designing picture book teaching objectives,teachers should pay attention to the "recent development area" of children;3.Teachers should choose the appropriate bracket type and pay attention to the time of construction;4.Teachers should pay attention to children’s independent exploration and cooperative learning;5.Teachers should pay attention to the diversity of evaluation;6.Teachers should actively explore and integrate local culture into the teaching process.