What are the teaching strategies in kindergarten picture book teaching?

Many teachers can experience the joy of success when trying to teach picture books, which are deeply loved by children. Children reading pictures can judge and infer the development of stories according to the behavior of characters, which can arouse children's desire to make up stories. The text consists of colorful, dynamic and vivid pictures, with few words, concise and clear, and some even have no words, which gives children room for imagination and conforms to their reading characteristics. Rosie White, a scholar of children's literature in New Zealand, said: "Picture book is the first book that children see in their lives, and it is also the most important book among all the books they have read in their long reading career. How much happiness a child experiences from picture books will determine whether his doctor likes reading. The feelings of childhood will also affect his imagination when he grows up. " This shows the importance and plasticity of picture book teaching, but many teachers often ignore some problems when trying to teach picture books. For example, design teaching focuses on story-telling. Teachers talk too much and children talk too little, which does not guide children to deeply understand the story content, so it is not effective teaching. Effective picture book teaching is to give children the opportunity to read and think independently, so as to get twice the result with half the effort.

Second, the significance of picture book teaching and its influence on children

The Significance of Picture Book Teaching

Picture book teaching belongs to the teaching of literary works in Chinese teaching, which is included in early reading. Essentially different from the conventional teaching of telling pictures and stories. Its own characteristics are illustrated and orderly book-style expression. Children can experience the character's psychology by observing and guessing every plot of the story, so as to deeply understand the content of the story. Teachers do not need too much theoretical education, so that children can easily understand the truth and improve knowledge accumulation. Not only that, but also cultivate children's observation, association and judgment, which is a comprehensive ability and an effective means to stimulate children's interest and desire in reading.

2. The influence of picture book teaching

The goal of Chinese teaching in the new Outline points out: to cultivate children's interest in simple marks and symbols that are common in life, to stimulate children's interest in books, reading and writing by using books and paintings, and to cultivate children's pre-reading and writing skills. In the practice of picture book teaching, it is found that it has great influence on children's development. For example, in a picture book that teaches "No feather can move", swans and ducks compete to be Woodenhead. Every picture of mine makes children guess whether their game is over or not, which arouses their curiosity. The whole activity is full of children's emotions. After learning this picture book, the child understands that things need to be adhered to. From that day on, we will play the game of wooden head again, and children can stick to it like swans and ducks in picture books. It can be seen that picture book teaching is deeply loved by children and has a great influence on children, making it easy for children to abide by the rules of the game and know that no matter what they do, they must stick to it.

Third, the basic strategies of picture book teaching

The main body of reading picture books is children, so we should study the strategies of picture book education with children as the research object. Children's learning is closely related to their life experiences. Children's reading begins with observing and understanding pictures, with oral expression as the main form. The teaching of picture books is mainly based on children's independent reading, and teachers guide and stimulate children's reading interest. The key point is to let children tell stories according to pictures, develop their thinking and improve their language organization ability.

(1) Choose suitable picture books and provide opportunities for independent reading.

1. When choosing a picture book, we should consider whether it conforms to the age characteristics of the child and the accumulated experience of the child. Choose the content of picture books that children like, such as some animal images that children like. The choice of picture books should conform to children's aesthetic psychology, and the dynamic exaggeration of story characters can arouse children's curiosity and inspire children to write their own stories and tell them vividly.

2. In the picture book teaching under the guidance of the new curriculum concept, we should change the traditional teaching mode and pay attention to children's personality development. In teaching, teachers create a relaxed, harmonious and pleasant environment, consider teaching methods and means from the standpoint of children, and give children the opportunity to read independently. For example, in the process of reading the picture book "Terrible Monster", I let my children read independently. The "monster" in the child's mind is terrible and looks very strange. After the children read it, I asked them if the monsters in the book were terrible. They all said that they were not, and there were children. Only by letting children express themselves in different ways and express their independent feelings can teachers understand their children's reading situation and guide them to read in-depth stories in the next teaching to achieve the teaching goal.

(2) Looking for educational elements in books and creating a situation of independent experience.

Picture books are imported from foreign countries. When painting, the painter hides a lot of story lines. Only by careful reading can we understand the information conveyed by the author of the text. Therefore, teachers need to understand it before they can find out the educational elements and carry out teaching.

In teaching, we pay attention to and emphasize children's participation and activities, so that children can participate more in experiencing the psychology of the characters in the story, make language activities come alive, and gradually understand and feel the situation in the picture book. This kind of teaching not only stimulates children's interest in learning and the spirit of autonomous learning, but also highlights the good interaction between teachers and students and improves the teaching effect. For example, the picture book "Little Mouse and Big Tiger" was taught for the first time, and there was a great contradiction between the little mouse and the big tiger. I just let the children talk, but the children failed to understand the angry mood of the little mouse. After the whole teaching activity, the children's reading enthusiasm is not high enough. Later, after some reflection and thinking, the second teaching activity was carried out. I designed a situational performance, and the children were free to choose their roles to imitate, so they were divided into two groups. One group imitated the big tiger to practice karate and kicked the little mouse's castle open, while the other group imitated the little mouse to get angry and scold the big tiger. The children's colleagues in the performance experienced the psychology of the role and the fun of activities. This link pushed the activity to a climax and fully mobilized the children's interest in continuing reading.

After creating the situation, children can feel and experience the situation to their heart's content. Finally, they can understand the moral of the story, so as to deeply understand how friends get along. From this, I found that the effectiveness of picture book teaching has no temporary impact on children.

(3) Open the space for thinking and asking questions and ask effective questions.

The Curriculum Standard for Picture Books points out that reading is children's personalized behavior, and teachers' analysis should not replace children's reading practice. Active reading and in-depth exploration are more conducive to mastering knowledge and cultivating ability. Therefore, in the practice of picture book teaching, if there is a lack of research on the form, content and method of questioning, it will lead children to passively understand the story of picture books, which is not conducive to the development of children's thinking and imagination. Then teachers are good at creating problem situations, so that children's interest in learning can always be stimulated. The picture book "The Runaway Rabbit" has carefully designed the following teaching links to give children room to think and ask questions:

Teacher: What has the rabbit become in this book, and how does its mother find her own child? Let's look at the picture book.

Picture (fisherman's picture): What has the rabbit become? What will the mother rabbit look like and how to catch rabbits?

Young 1: The mother rabbit directly fished up the little rabbit with a fishing net.

Cub 2: Mother rabbit becomes a fish, and mother follows the rabbit.

Pictures (mountaineering map)

Teacher: The rabbit became a stone on the mountain. What has mother rabbit become? Where did you see it?

Teacher: What difficulties will Mother Rabbit encounter? Why do you persist in spite of difficulties and obstacles?

Children are free to discuss.

……

Teacher: Rabbits are so exciting. It changes just like the Monkey King. If you were a rabbit, would you stay the same? be what you wanna be Think about it and say it.

……

The above teaching examples create a problem situation: the teacher asks the children to guess what the mother rabbit will become, which provides them with an opportunity to explore and think for themselves and let them walk into the story with questions. Children will use their existing knowledge and experience by observing pictures, and seek the best answer through analysis, synthesis and analysis. Such questions can make children think positively, deepen their understanding of the story content, help children speak boldly and actively, enhance their awareness and self-confidence, and fully improve their creative thinking ability.

Besides guessing questions, there are many questioning strategies in picture book teaching, such as progressive questioning, targeted questioning and open-ended questioning. It can promote children to want to say and dare to say, so as to actively participate in picture book teaching activities. At the same time, teachers should pay attention to the feedback from children after answering questions and give affirmation and encouragement in time.

Picture book teaching has become the choice of many teachers, because it reflects the success of teaching. As long as we persistently advocate child-centered and step-by-step teaching, and strive to improve the effectiveness of picture book teaching, we will certainly enable children to read picture books happily in limited time and space, learn picture books easily, and comprehend picture books efficiently, thus achieving effective teaching.