There are essential differences between picture books and picture books. The famous children's writer Matsui Nao believes that picture books are not just "text + pictures", but should be "text × pictures". The essential role of picture book teaching lies in its combination of pictures and text. Children can guess the plot that will happen later by understanding the pictures, and can more truly understand the feelings of the characters in the story. Since the main subject of picture book teaching is young children, the organization and implementation of picture book teaching activities should also be based on children, so that the teaching content is closely connected with children's lives. This requires teachers to start from reading illustrations in picture book teaching, and then Mainly oral presentation. In addition, in specific teaching, teachers should also focus on children, highlight key and difficult points through detailed and brief combinations; make reasonable choices and arrange reading order; read in depth to stimulate children's emotions; teach through fun and enrich children's knowledge.
1. Methods of teaching picture books in kindergarten
When teachers implement picture book teaching, in order to achieve specific teaching goals and realize picture book teaching content, they need to combine teaching practice and make full use of various methods. teaching methods to guide young children.
(1) Open
The open teaching method includes the opening of teaching venues, opening of teaching personnel and opening of teaching content. Teachers can arrange different venues according to the needs of picture books, such as classrooms, kindergarten corner activity areas or other open teaching locations. Parents, teachers, experts, and writers can also be arranged to share stories, and librarians can give lectures to enrich the teaching staff and bring new ideas to picture book teaching. The teaching content of picture books does not only have to be written by writers. Children's original works can also be collected and compiled into volumes. Teachers guide children to create and continue storylines and set up open-ended content.
(2) Expanded type
Teachers can expand reading activities by combining the content of picture books, such as reading "Teddy Bear's Skating Party", teaching children how to write invitations, and reading "Little Bear Isn't a Little Bear". "Brush Your Teeth", guide children to brush their teeth, and consolidate the teaching effect of "Can't Move a Feather" through the game "One, Two, Three Wooden Man". Teachers can also organize children to tell, make up, and act out stories based on the contents of the book, such as "The Runaway Rabbit" and so on.
(3) Participation and interaction
"Participation and interaction" refers to fully mobilizing children's initiative, creativity and active participation under the guidance of teachers, giving full play to the group effect, so that Individuals experience success, thereby improving learning outcomes. Participation and interaction include multi-dimensional interactions between children and teachers, between teachers and children, between parents and children, and between experts, writers and children. Teachers should encourage children to share books and thoughts after reading, and collaborate to create new books; pay attention to the interaction between teachers and children, take children as the main body, and guide children to observe and express themselves as participants; lead the interaction between parents and children, and improve parents' Reading awareness, help parents choose high-quality picture books and give professional advice on reading strategies; support children to interact with experts and writers, let the "big hands" hold the "little hands", enable children to communicate with experts and writers at close range, and inspire children their interest in reading and writing picture books.
(4) Discussion
Teachers and children lead children to read new picture books through discussions to maximize children’s prophetic experience and curiosity. For example, in the picture book "Crocodiles Are Afraid of Dentists", teachers can mobilize children's prophetic experience of toothache and visiting the dentist in advance, and popularize the physiological characteristics of crocodiles, and then continue to explore the respective psychological states of small crocodiles and dentists to maintain children's curiosity for knowledge. Desire keeps the whole reading in an active atmosphere.
2. Forms of kindergarten picture book teaching
(1) Performance games
Performance games have become a unique performance and innovation in kindergarten picture book teaching. Important gaming activities. The teacher selects appropriate performance games according to the theme of the picture book, and the children use dialogues, actions, etc. to show the plot in the picture book. This process just stimulates the children's interest in imitation, and at the same time helps the children understand the content of the picture book on a deeper level. For example, in the picture book "The Little Mouse Who Wants to Eat an Apple" that expresses the theme of mutual help, the little mouse finally moved the crispy and sweet big red fruit home with the help of his partner. It also changed from intending to enjoy it alone to sharing the big red fruit with its partner. The delicious taste of red fruits. During the performance of the little mouse, the teacher can play relevant background music to allow the children to gradually standardize their written language; in terms of actions, children can experience happy expressions by hugging, shaking hands and other game activities with their peers; in terms of emotions, , children can understand non-verbal behaviors through sharing, which is conducive to mutual reflection and understanding, and is more beneficial to the final consolidation of children's picture book reading experience.
(2) Multimedia teaching
The development of modern teaching technology has brought more possibilities to kindergarten picture book teaching. Teachers can make use of multimedia tools such as electronic whiteboards, which are vivid, novel and infectious, to make the pictures more colorful and the images more intuitive, thus making teaching more vivid. For example, the picture book "You Look Delicious" tells the story of a cute and innocent little Ankylosaurus facing a huge carnivorous Tyrannosaurus rex. The little Ankylosaurus trusts "Daddy Tyrannosaurus" and sincerely cares about the Tyrannosaurus rex, letting the ferocious Tyrannosaurus The seeds of Tyrannosaurus rex's love sprouted and built a bridge to each other's hearts. The little Ankylosaurus would not feel lonely or afraid. The Tyrannosaurus rex taught him various survival skills, stopped enemy attacks on the little Ankylosaurus, and finally helped him return to his parents.
When teaching this picture book, teachers can show typical pictures of Ankylosaurus, Gillantosaurus, and Tyrannosaurus rex to young children. As the picture freezes: Gilantelong's eyes flashed red, glaring at the Tyrannosaurus rex. The teacher guides the children to describe the plot of the story and imagine the dialogue between Gillantosaurus and Tyrannosaurus rex. Another example is the freeze-frame: Tyrannosaurus rex is watching the baby Ankylosaurus running desperately to the other side of the mountain. The teacher asks the children to describe the content of the picture and predict the subsequent plot. Teachers can see that when children are asked questions when breaking down and freezing the picture, children will show great interest and enthusiasm. Teachers should encourage children to express their ideas bravely.
(3) Situational teaching
The environment is the best guide for picture book reading. Teachers can create different reading situations according to children’s age characteristics and cognitive development levels, including reading The creation of material space and the construction of psychological atmosphere for reading. By creating a good reading environment, children can "want to read"; teachers use various means as much as possible, such as creating themed reading corners, regularly carrying out reading festivals, original picture book competitions, picture book performance activities, and picture book talking experts, etc. Guide children to love reading, be able to read, and understand books, so as to experience a pleasant reading experience and let children "love reading"; teachers or parents speak in a friendly and natural voice to create a relaxed, happy, and free atmosphere , experience the joy of picture books with your children, and enjoy "reading" with your children. The teaching method of role-playing is used in picture book teaching. When creating situations, teachers make reasonable arrangements according to different ages and different difficulties. The specific methods are as follows:
(1) Create corresponding situations by cleverly arranging seats: a good environment can help teachers solve or reduce many difficulties. For example, in "Flying Hug", free grouping is difficult for middle class children during role play. Therefore, at the beginning, the teacher arranged the seats so that the children would be in groups of five. At the same time, ensure that each child has enough space to rehearse without interfering with each other. Put the pictures on the table of each group to give the children a chance to choose freely. After choosing the role they want to play, they will naturally stand up in order and prepare to perform.
(2) Use the hints of props to create appropriate situations: During role-playing, some props are often used to reproduce the content of the picture book through movements and expressions. For example, in the language picture book "Sitting in Rows on Witches' Broomsticks", teachers can ask children to choose characters to perform, so that they can better practice the dialogue of the story, and the teacher can provide each group of children with a "magic broomstick" that can seat 5 people. " to control the number of people in each group and reduce the difficulty of children's choices; children take turns playing witches and small animals, and share different opinions by listening to others' speeches. Talking while playing should leave a fun and indelible memory for the child.