A Study On The Influence Of Reading Teaching In Wordless Picture Books On The Narrative Ability Of Large Class Children

Narrative ability refers to the language ability to retell or tell a story in a certain context.The narrative ability of preschool children can predict the development of reading ability and writing ability in primary school.Senior class is the key year of preschool,so the cultivation of senior class children’s narrative ability is conducive to the smooth transition to primary school.Picture books are common teaching materials and materials for cultivating children’s language ability in kindergartens.With increasing attention to picture book education,picture book teaching activities also occupy an important position in kindergartens,while picture books without words have not been widely used in kindergartens due to the uniqueness of no words or few words.That is,because there are only pictures or scattered words,higher requirements are put forward for teachers’ narration,and most teachers have little contact with picture books without words and lack scientific application concept,so picture books without words rarely appear in kindergarten reading education.However,from the perspective of education,picture books without words are an ideal medium to improve children’s reading ability,narrative expression and various abilities.Therefore,this study uses educational experiment method and observation method to carry out teaching intervention of picture book reading in two large classes by taking picture books with words and without words as materials,and tries to explore two questions: whether there are differences between picture books with words and without words in promoting narrative ability of children in large classes;Whether a type-book class produces a different level of educational support than a type-book class.According to the results of intra-group testing and inter-group comparison,the following conclusions can be drawn: reading teaching of picture books without words and picture books with words can promote the development of narrative ability of children in large class;The teaching effect of reading without words picture books is better than that of reading with words picture books.The teaching of picture books without words has the most significant promoting effect on the three dimensions of narrative ability of children in large classes: "use of time marker","vocabulary level" and "sentence structure".Through the comparison and analysis results of the two classes’ total scores and scores of each dimension,it is concluded that the educational support level of the class without picture books is higher than that of the class with picture books.Finally,combined with the analysis of experimental results and practical experience,relevant suggestions are put forward for the researchers of kindergarten picture book teaching activities: to improve the usage rate of picture books without words,to provide a good macro environment for the development of children’s narrative ability;Improve the quality of "educational support" in picture book reading to provide a good micro-environment for the development of children’s narrative ability;Teachers use appropriate teaching strategies to carry out the reading teaching of picture books without words.