Problems and Countermeasures in Picture Book Teaching

Problems and Countermeasures in Picture Book Teaching

With the deepening of education and teaching reform in recent years, picture book teaching has gradually become a new teaching method. However, some teachers did not fundamentally understand the content of picture book teaching and did not get rid of the influence of traditional teaching. While blindly using picture books in teaching, some problems are also exposed. In view of these problems, this paper puts forward some improvement countermeasures from clear teaching objectives, good teaching design and rational use of multimedia courseware, hoping to promote the application of picture book teaching in the future.

Keywords: picture book teaching

The word "pieturesto book" originated from Japan, and the word "painting" highlighted the meaning of hand-drawing and painting. The so-called picture book teaching refers to the process in which teachers use picture book materials and tell stories to achieve teaching purposes. It is a children's book that mainly reflects children's life in graphic form. The content of picture books often has a simple story outline, and sometimes it revolves around some simple meanings and structures. As far as English children's books and picture books are concerned, rhyming or repeating sentence patterns are the most common forms. These two writing methods can also help young readers to perceive and master the characteristics of English words and their pronunciation.

Teachers can use a variety of skills to explain the image of picture books and let students actively participate in listening to stories. Another main purpose of adding "storytelling" activity in teaching design is to make students understand that storytelling itself is a very interesting and valuable activity by feeling the teacher's devotion and concentration in storytelling.

First, the characteristics of picture book teaching

1. continuity It means that picture book teaching should take the cultivation of students' ability as the teaching starting point, and use intuitive teaching methods to improve students' cognitive ability repeatedly within limited teaching time.

2. Sequence. Picture book teaching is the harmonious unity of logical order and psychological order. In teaching, teachers should organize and implement teaching content smoothly according to students' logic, and carry out teaching step by step according to students' ability when necessary. Teachers should combine the content of picture books with the logical order of knowledge according to the content of picture books and the psychological age structure of students.

3. Integrity. It refers to applying different teaching resources and teaching methods to picture book teaching, organically integrating resources from various fields into picture book teaching, expanding teaching content, expanding teaching scope and deepening teaching connotation.

4. cohesion. Picture book teaching pays attention to the connection of knowledge, and the implementation of picture book teaching follows the principle of easy to difficult, pays attention to the improvement of students' individual ability, guides students to think deeply about what they have learned, and requires students to think creatively about the teaching content.

Second, the implementation status of picture book teaching

(A) the change of educational concept. Traditional education believes that it is a good teaching method to instill knowledge into students and let them pass the exam smoothly. However, the implementation of picture book teaching has completely changed this traditional teaching concept.

Most young students have not developed more creative thinking under the pressure of traditional teaching methods.

(2) Changes in teaching forms. The traditional teaching mode is a pen and a book, which does not make use of students' understanding and improve students' creativity. Picture book teaching uses vivid pictures to attract students' attention and improve their cognitive ability. Coupled with the patient explanation interspersed by teachers, students can get the most effective teaching content in vivid teaching forms.

(3) the change of teaching methods. Traditional teaching is mainly based on lectures, and most teachers talk about knowledge on the podium and dominate the classroom discourse power. At the same time, for the convenience of classroom management, most teachers will not take other teaching attempts. Picture book teaching pays attention to the all-round development of students, the diversification of classroom teaching forms, and attracts students' attention by using teaching methods such as image painting, which is the perfect combination of flexibility and creativity, knowledge and artistry.

Third, the problems in the implementation of picture book teaching

(A) vague teaching objectives. The main means of picture book teaching is to teach the course content through multimedia courseware. Compared with the traditional teaching mode, picture book teaching is more like telling stories than attending classes. In the implementation of picture book teaching, teachers will play the knowledge they want to master in this class through multimedia, and at the same time, teachers will express the knowledge content to students through storytelling. Students often listen to stories with relish, but ignore what they want to master. Moreover, when the teacher asks questions to the students, he will play one or more pictures for the students to tell. Students will answer the whole question after observation, and the content of the answer is also strange. The whole classroom has become a story-telling meeting with various themes.

(2) The teacher asks too many questions. Most teachers still do not abandon some habits of traditional teaching in picture book teaching, and still like to guide students to think too much in class, which leads to the imprisonment of students' thinking forms. In class, teachers try to make students think according to their own way of thinking, which weakens students' inquiry ability and simplifies students' thinking steps. Or passive acceptance teaching. This kind of picture book teaching has not played its due role, but another manifestation of traditional teaching.

(3) Overemphasizing the role of teaching courseware. Some teachers also adapt to this teaching method. One-sided understanding of picture book teaching is the most intuitive education for students by combining pictures and words. Therefore, these teachers try to reduce their teaching time, leave most of the classroom teaching time to courseware, and become courseware players themselves.

Fourth, the development countermeasures of picture book teaching

(A clear teaching objectives. To clarify the teaching objectives, we should start from three aspects. First, teachers should be clear about the teaching effect to be achieved, and remember not to treat picture book teaching as story teaching. In teaching, teachers should cultivate students' interest in learning, control classroom thinking, and pay attention to guiding students to think, but don't restrict students' way of thinking, correctly guide incorrect ways of thinking, let students master learning methods and help students think deeply and extensively.

(2) Guide students to think. Teachers should guide students to think from the perspective of students, let them learn to observe, imagine and reason, guide students to express their understanding of picture books in language, and let students think about the problems they see in a diversified way.

(C) the correct use of multimedia courseware. The position of multimedia in picture book teaching is only an auxiliary means in the teaching process, and it is the need of teaching, not the leading role of teaching. Teachers should make clear the principle of teaching courseware serving teaching, highlight teachers' dominant position and students' dominant position, express boring knowledge points by using teaching courseware, and attract students' attention and interest in learning. However, we should not ignore teachers' guidance in class, do a good job in guiding questions, do a good job in topic interaction, and properly apply vivid picture books to picture book teaching. Remember to put the cart before the horse and take the initiative.

Correct use of picture books is an important principle of picture book teaching. Therefore, it is the fundamental way for the future development of picture book teaching for teachers to deeply study the connotation of picture book teaching, clarify the teaching objectives of picture book, rationally use multimedia courseware, improve teaching efficiency, improve students' quality and give full play to the role of picture book teaching.

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