What are the confusions in the teaching of children s picture books, and what are the teaching strat

The goal of picture book teaching is vague, and the teaching of picture books is equated with story teaching and picture telling.

Most teachers are not clear about the teaching objectives of picture books, so they will teach picture books into story teaching, such as individual teachers while showing more ** courseware, while telling the picture, and then asking the content of the story, in fact, this is not the child is reading, but the teacher is telling the story. Some teachers show more than ** courseware one by one, and then ask questions one by one, asking children to observe and tell in a more complete language, as if the teaching of picture books has become a picture telling activity.

2. There are too many guides, and there is a lack of children's own discovery and thinking. The so-called guided reading refers to the method of teachers and children reading big books or more ** courseware, and helping children understand the content and theme of the book through the teacher's orderly questioning and reading. The 85 participating teachers all appeared in the form of a teacher-student Q&A as the main line of guided reading, and the teachers tried to let the children drill into the line set by themselves, such as:

Did you help Brother Mouse? What does Brother Rat think? And so on.

In the classroom, the teacher asks instead of speaking, and replaces the children's reading ideas with their own teaching ideas, simplifying the children's exploration process, and the reading process has completely become a process of passive acceptance by the children. This kind of early reading teaching idea that violates children's reading psychology directly affects the teaching effect of early reading.

3. Courseware has become the protagonist rather than a supporting role. The courseware is vivid and vivid, which can increase the classroom teaching atmosphere, improve children's interest in learning, and broaden children's knowledge horizons, but it is only an auxiliary means of teaching after all. In this competition, it has changed from a supporting role to a protagonist in the classroom due to the improper application of some teachers, mainly as follows:

There are several picture book reading lessons, and from beginning to end, the children have not even touched the books, or they have touched very little. This practice of substituting text reading with visual images with the help of multi-technology distracts children's attention, dilutes children's attention to learning priorities and difficulties, and ultimately affects teaching.

The teaching strategy is to educate children through pictures, through behavior, through language, and through book knowledge.

Students will develop their reading skills, be prepared to teach, understand the current state of teaching, and ask questions in education.

The teaching strategy is that in the kindergarten, we should pay attention to the cultivation of ability, not the result, let the children participate, and arouse the children's association and judgment ability.

The relationship may be different in different picture books. Teachers should study the characteristics of picture books themselves before introducing them to children. The teaching method of picture book reading varies from book to book.

For example, the picture book "Hungry Little Snake" suitable for kindergarten children and the picture book "Owl Oh Oh Hoo" suitable for kindergarten children are mainly based on pictures, and under the guidance of appropriate questions from the teacher, children can fully understand the story without the need for the teacher to "read the story" word by word; What's in the Garden** is not closely related, you can first let the children read the picture and make up their own stories, and then the teacher introduces the author's story: "Look at what the person who wrote the book wants the children to know"; The pictures of "The Caring Tree" are simple, and it has little effect on children's understanding of the story, and the meaning of the story is relatively profound. Teachers can first tell stories with affection, and through discussions, let the kindergarten children understand the relationship between "love" and "giving", and arouse children's love for their loved ones.

On this basis, teachers can allow children to create their own picture books.

Therefore, picture book teaching can have different beginnings and different steps. Teachers should study the characteristics of picture books and determine the beginning and steps of teaching according to the characteristics of picture books.

For example, read the story first, and then tell the author's story; Or tell the author's story first, let the children create their own picture books based on the stories, and then let the children read the pictures in the picture books.

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