Action Research On The Use Of Picture Book Teaching To Promote The Development Of Language Comprehension Skills Of Young Children In Border Ethnic Areas

Language comprehension is a complex and multidimensional linguistic skill consisting of phonological,lexical,and syntactic elements,and for young children living in border areas,good language comprehension is key to their overall physical and psychological development,to building a sense of identity and to building a strong sense of Chinese community.It is vital to provide good educational support during this period.Picture books are a common and effective medium for language education activities in kindergartens.They have the characteristics of being visual and intuitive,creating a meaningful interactive effect with children and helping them to mobilize existing schemata to understand the content of the text,and picture book teaching is one of the main forms of language teaching activities in kindergartens.Therefore,encouraging children to be bold in their language expressions through picture book teaching activities bring about vivid experiences and language growth,while developing an interest in reading and helping to support the development of young children’s language comprehension skills.Based on a survey of the current situation and characteristics of picture book teaching and young children’s language comprehension skills in ethnic areas of the frontier,this study designs and implements picture book teaching activities in an attempt to contribute to the development of young children’s language comprehension skills.Using a combination of questionnaires,observation,and interview methods,the study was conducted over three months.On this basis,qualitative and quantitative analyses were used to investigate the development of language comprehension among young children in ethnic areas in the border region,and to propose effective strategies for promoting language comprehension among young children in ethnic areas in the border region.The study is based on qualitative and quantitative analyses to explore the development of language comprehension in young children from ethnic minority areas and to propose effective strategies to promote language comprehension in young children from these areas.First,The language comprehension ability of children from ethnic minority areas in border areas improved significantly after the implementation of picture book teaching,p=0.000<0.001;Second,Picture book teaching activities can improve the phonological,vocabulary and syntactic levels of children from ethnic minority areas in border areas,p=0.000<0.001,and reduce the individual differences between children.Third,the use of various teaching strategies such as talking,observation and guidance,environment creation,and incorporation of multi-ethnic cultural materials in picture book teaching effectively increased children’s motivation to participate.Based on the findings of the study,the following recommendations are made.On the part of early childhood teachers: first,learn picture book teaching strategies to improve their literacy in picture book teaching activities;second,combine picture book teaching objectives to achieve a multi-dimensional design of ethnic culture;third,create multiple teaching contexts to stimulate children’s interest in participating in activities.In kindergartens: firstly,teacher training on picture book teaching is carried out to emphasise the professional growth of teachers;secondly,the guiding role of parents of young children is valued and the advantages of home cooperation are brought into play.