How to teach a good picture book reading class

Abstract: Picture book is a kind of children's literature composed of concise and vivid language and delicate and beautiful paintings. As a kind of reading material combined with pictures and texts, it is the most suitable for children in the lower grades to read. It plays an important role in the cultivation of reading interest and the development of reading ability of children in the lower grades. This paper analyzes the misunderstandings that exist in the teaching of picture book reading at the present stage, and specifically elaborates the strategies for teaching picture book reading: First, y guided reading to stimulate interest; second, guided guessing to stimulate the imagination; third, guiding to look at the pictures to teach the method; fourth, taste the language to feel the accumulation; fifth, contact life to understand the connotation.

Keywords: picture books; lower grades; picture book reading; teaching strategies

Picture books, also called picture books. It is a kind of book with pictures and text, especially emphasizing the use of pictures to tell a story. A classic picture book is a combination of first-class paintings and first-class words, which is composed of concise and vivid language and exquisite and beautiful paintings, and it is a fairy tale and story drawn with pictures. It is a fairy tale and a story drawn with pictures. The pictures are exquisite, and the words are exceptionally concise, and the "pictures" and "words" are one and the same, with mutual understanding and interpretation. According to children's age characteristics and cognitive psychology, picture books are the most suitable reading materials for children in the lower grades. In foreign countries, picture book reading has a development history of more than 100 years, while in China's mainland, the understanding of picture books and the practice of picture book reading has just begun. In recent years, some children's literature writers and elementary school language teaching research experts recognize the importance of picture book reading to the growth of children in the lower grades, they are committed to recommending picture books and promoting picture book reading. As a result, picture book reading has been practiced in our lower grades in the form of class book clubs.

In practice, due to the lack of experience and understanding of the bias, the picture book reading but often did not play its advantages, picture book reading teaching fell into a variety of misunderstandings.

Misconception one: literacy read-aloud type

Picture books with beautiful pictures and refined language. In the teaching of picture book reading, some teachers then take advantage of the streamlined language of picture books, so that children in the lower grades who do not have a lot of literacy are given special literacy training and specialized read-aloud training in picture book reading. Under the pressure of literacy and reading aloud requirements, the picture book loses its original fun and attraction, so that children are discouraged from picture books.

Misconception 2: intensive reading and analyzing

Picture book reading teaching is often carried out in the form of class book clubs in the classroom. Some of the teachers will be class book club as the usual language classroom, the picture book as a general language teaching materials to teach, guide the children to study the picture book, words and phrases, chapter and verse structure, everything, carefully crafted, the training of the children and the distance of the picture book.

Misconception 3: Reading and questioning

A good picture book not only tells a story, but also has a timeless theme and profound meaning. Some teachers are in a rush to educate their children in picture books and ask questions throughout the reading of the book. In a series of "What do you know?" "What do you know?" of follow-up questions, the children's interest in reading evaporates.

Misunderstanding four: no guidance type

In the practice of picture book reading teaching, some teachers in line with the concept of "picture books are books for children to listen to", in the picture book reading teaching, purely in the capacity of readers, read the story on the end of the matter, not inspire, do not question, do not point out, do not instruct, so that class Reading club meaning is missing and inefficient.

Analyzing the above misunderstandings, the reason is that teachers do not know enough about picture books to make the above deviations. In the promotion of picture book reading today, we teachers should fully understand the characteristics of the picture book itself, recognize its advantages over the general reading material:

1. language enrichment

Children's literature writers use children can interpret the vocabulary, the familiar structure of the statements, and then the theme cleverly covered in, converging into a complete structure and rich in content of the story. Through reading, children can develop excellent language skills in an unobtrusive way.

2. Aesthetics

The drawings in the current picture books are the work of world-renowned illustrators, who utilize a variety of materials to create the storyline, so that children can enjoy literature and be infected with aesthetics in the process of reading.

3. Inspiration of creativity

Picture book stories span national boundaries and traverse a variety of cultural backgrounds, and through the text and images, children are able to enter into different worlds, allowing creativity to expand infinitely.

4. Cultivation of life skills and attitudes

The dogmatic approach to teaching morality in spoken language is rigid and distances children from each other. However, through the content of life-oriented picture books, children can absorb, stimulate, and transform various views through peer discussions, and finally learn clear values and apply them to their daily lives.

Picture books, as a kind of graphic reading material, are the most suitable for children. We fully understand its advantages, and to play its effect, leading children in reading to feel children's interest, share the joy, so as to lead children on the road to reading. Then how to carry out effective picture book reading teaching? Combined with our school language teaching and research group to carry out the study of picture book reading and personal practical experience, I summarize the following points of effective teaching strategies.

One, y guided reading, stimulate interest

Japan's famous picture book reading promoter Matsumi in the "joy of picture books" elaborated: "picture books are expressed through beautiful language and pictures, these language and pictures can only be accepted if they become the reader's own feelings read to the child. It is when the reader puts the best of the language expressed in the picture book into his or her own voice, in his or her own feelings, that the pleasure, joy, and beauty are realized to the fullest, and the experience of the picture book stays with the listener forever for the rest of his or her life." American educational psychologist Jerome? Bruner describes reading instruction in this way: at first, the teacher has to read the story to the children, and slowly, in a more dramatic way, present the whole work. Before children are able to fully read on their own, teachers utilize the "zone of nearest development" to assist children in understanding the story and help them gradually become real readers. In our teaching of picture book reading, as teachers, we should read the story with emotion, "act" the story with movements and gestures to support the language, present the story with vivid and exaggerated techniques, and use the previews to attract students to extracurricular reading and stimulate children's interest in reading.

such as: "I will always love you" is about the bear Ally accidentally broke his mother's favorite bowl, and worried about his mother's reaction. So he runs to his mom and does a "love test". The mother behaves almost perfectly, taking great pains to ensure that "I will always love you", while not forgetting to add, "but you" have to be responsible for your own behavior. In fact, all of us are Ally the Bear in the picture book, and all of us have had Ally the Bear's worries. As a mother, I empathize with Mama Bear's principled love. I have deep life experiences of the emotions of the two characters in the picture book, and the emotions of the characters in the picture book are the expressions of my own emotions. Organize the children for "I will always love you" reading, when I read aloud with my own true feelings, there are children teardrops flashing. The children were infected by my heartfelt rendition. Another example: the very funny and humorous "Piggy's Metamorphosis" reading, I use exaggerated language, interpretation of the pig's doings, the children will laugh, high interest, and at the same time in a relaxed and happy understanding of the theme.

Second, guide the conjecture, stimulate the imagination

Good picture books are not only telling a story, but also helping children to improve their observation, enrich their imagination, and sublimate their spiritual realm. Concise text and delicate romantic drawings allow students' imagination and creativity to run free. Therefore, in the process of reading picture books, we should pay attention to the cultivation of students' ability to read pictures and imagination. You can choose the most imaginative, the most moving pictures to guide students to carefully watch the image, color, details, etc., to feel the emotion of the picture, the meaning of the expression, and think about the world beyond the text, beyond the picture.

Some picture books rely on repetitive plots and sentence patterns to connect the pictures, forming a cyclical structure. When reading this kind of picture books, we should make full use of the cyclic structure to guide children to participate in the process of deducing the storyline, to guide children's conjecture, so that the story can be completed in the children's full imagination.

For example, "The Runaway Bunny" uses the same simple sentence pattern "If you become , I will become ." The whole story is full of imagination. In the introductory reading, I made use of the changes in the picture book to involve the children, "If you were the mommy rabbit, how would you change so that the little rabbit could go home?" In the child's interest in guessing, to promote the plot of the story, to experience the mother's love for the child, to stimulate the child's interest in reading, so that the child loves to read.

Three, guide to see the picture, teach the method

Picture book is to use pictures and text *** with the narrative of a complete story, is a picture and text ensemble. To put it in an abstract way, it is an art of storytelling through the medium of pictures and words that intertwine and interact on two different levels. In picture books, the pictures are no longer subservient to the words, but are the life of the book, and you can even see a wordless book without a single word. A good picture book will allow an illiterate child to "read" the meaning of the story just by looking at the pictures. In addition, generally speaking, picture books have a well-designed layout, cover, title page, ring liner, body and back cover constitute a complete whole, the text and pictures are interdependent, relying on the turn of the page to advance the plot ...... So, in the teaching of picture book reading, don't be in a hurry to turn the page, let the child carefully look at the pictures, guide the child to read the story in looking at the pictures. The child in looking at the pictures to read the story, discover the details, and realize the connotation.

For example, in the introductory reading of The Runaway Bunny, I guide children to pay attention to the colorful drawings, and instruct them to read and understand the mother's love conveyed by the colorful drawings: Show the first colorful drawings, and the children look at them carefully, and think about why the mother used the carrots to fish for the bunny. The children will understand that only mothers know their children best. In reading the second color map, guide the children to think: mother in order to find the little rabbit, in the face of so dangerous mountain, has done what fully prepared? From this, they can realize that there is no danger under the feet of a mother's love, and that her love can go to the ends of the earth. Another example: when reading Fang Suzhen's picture book "I Have a Friendship for Rent", besides reading the story itself, you can guide students to look closely at the details of the picture to see what other animals are in the picture or to guess the gorilla's mental activities through the changes in its facial expression, and you can ask students, "Have you noticed who has been accompanying the gorilla? Why did he do that?" These questions can prompt students to not only focus on the story itself, but also improve their comprehensive aesthetic ability.

In picture books there are often hidden clues through the portrayal of details to make the theme more distinct and the plot more interesting. Mice are the pets of many painters, it is often as another clue to the development of the story exists in the picture book drawings. For example, the Canadian female artist Phoebe Gilman's "Grandpa Must Have a Clue" is a great example of this. Gillman's Grandpa Must Have a Way, another happy-living family, the Mouse family, appears throughout the story. As the little boy Joseph's blanket changes over and over again, the mouse family continues to utilize the fabric. The story of the mouse family is not illustrated in words, yet it is inextricably linked to the story on the floor. In guided reading, we can make full use of these kinds of drawings to direct children's attention to the story behind the words, as a way to enrich the story and make the theme clearer and more childlike.

Four, taste the language, feel the accumulation

Picture book language has a figurative, repetitive and concise. There are many ways to learn language in the process of reading picture books: listening to the teacher read aloud, reading aloud repeatedly, discussing, looking at the pictures, story solitaire and so on. In the various forms of learning, children feel the charm of the language with the teacher's gradual guidance. Among them, "listening to the teacher reading aloud" is an important way of reading picture books, and it is also an important way for students to learn the language. In addition to the accumulation of reading, some of the language can also be imitated by students, so that children can understand the form and essence of the language expression of the picture book.

For example: Sam? McBrayne's classic picture book Guess How Much I Love You is a story full of love and children's fun, through the big rabbit and the little rabbit's conversation reveals that love needs to be expressed such a truth. The language of the big rabbit has been the same as that of the little rabbit, the same words, coming from different characters, demonstrating a piece of the big rabbit's childish heart, and at the same time constituting the rhythmic beauty of the text's language. In the introduction of Guess How Much I Love You, I first read what the little rabbit said to his mom-"I love you so much!" After looking at the picture, teachers and students*** read the words of the rabbit's mother together--"I love you so much." Based on this, I model the second paragraph of the bunny's words, "I love you as much as my hand is raised!" Have students individually read Mama Bunny's words, "I love you as much as my hand is raised!" By listening to the teacher read, reading with the teacher *** and reading on their own, and other kinds of reading aloud, we help students feel the language and accumulate the language. After reading the story, I then guided the children to express their love for their moms. The students then expressed their love for their moms in the form of imitation: "I love you from this side of the mountain to the other side of the sea." "I love you as deep as the ocean." "I love you to the universe and back again from the universe that." ......

Fifth, connect with life and realize the connotation

The illustrated picture books attract children. The value and charm of picture books lies in the fact that they do not contain a single dogma, but they can meet the needs of children's growth; they do not contain a hint of reasoning, but they can inspire children to think y; they do not contain a little bit of noise, but they can stimulate children's heartfelt laughter. In the picture book reading "let the child like a child". As the American poet Whitman said in a poem: "There is a child who walks forward every day / He sees the first thing / And he becomes that thing / And that thing becomes a part of him. ......" Through reading picture books, children continue to carry on the experience of emotion. By virtue of reading, emotions are heightened and sublimated. In the child's world, in the easy and enjoyable reading, buried good emotions that affect the whole life.

For example, in the reading of "My Dad", "My Mom", "Guess How Much I Love You", "I'll Always Love You" and "Runaway Bunny", children fully feel the love of their parents, which enriches the children's emotions and inspires the children's love. In the reading of "I Have Friendship to Rent", children understand that friendship is all around. In the reading of "Mouse Little Brother, Mouse Little Brother", it can make children smile in the fun ...... In this way, when reading brings happiness to children, it brings immeasurable great spiritual wealth to them, and builds a free spiritual space and spiritual home for them. Children in the spiritual dialogue with the picture book, in the glittering human light, full of nature and harmony and children's interest in wandering between the lines, will certainly broaden their horizons, enrich the heart, sublimation of the realm, and sound personality.