What are the teaching strategies in kindergarten picture book 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.

It is possible to prepare more colorful picture books for children, and it is also necessary to tell children some basic information inside, and in the process of teaching, it is also necessary to let children repeat the main content through games, so that children can better accept it.

In the teaching of picture books in kindergarten small classes, there are these teaching strategies: to make picture book teaching colorful, not to let children just blindly listen to the lectures, according to the teacher's ideas to understand the content of picture books, which will lead to too few opportunities for children to perform and display, so children should be allowed to do more hands-on and perform more to increase the opportunities for communication and cooperation.

You can ask questions about this aspect, understand the impact of picture books on children, and at the same time show different types of picture books, and formulate corresponding strategies, but also choose appropriate picture books, pay attention to the educational elements of the world, and combine education with reality.

At this time, you should choose some bright colors, and then you can also choose some simple and easy to understand, you can also add some games in the teaching process, and you can also teach through the voices of anime characters, and then you must strengthen the interaction with children.

Introduction: When teaching picture books to children in kindergarten, we must pay attention to teaching methods.

If parents want to teach their children picture books, they must adopt rich teaching methods, which can exercise their children's observation skills. Parents can ask teachers to buy more picture books for their children, and when children are making picture books, parents can communicate with teachers to make children interested in learning. If the child's interest in learning picture books is very high, the teacher should guide the child so that the child can learn better, the teacher must use the method of questioning, ask the child what he has learned in the picture book, let the child understand the picture in the picture book, if the child understands the teacher, he should encourage the child to mobilize the child's interest in learning in time.

If the child has problems in learning, the teacher must exercise the child's expression ability, so that the child can be improved, and the child can learn happily in the picture book, and the teacher should also encourage the child to be angry, so that the child can better understand.

When teachers and children learn picture books, they must help children in time, so that children can understand more questions that children do not understand, teachers should read to children, so that children can feel, and teachers must pay attention to methods when teaching children to learn picture books. Teachers can talk to parents, let parents choose some suitable picture books for their children, and teachers can also guide children when they come to school, if children do not understand, teachers must know what kind of problems children have, to help children. When teachers teach picture books to children, they must consider the child's situation, and if the child likes to read picture books, the teacher must guide the child to help the child.

When a child chooses a picture book, the teacher must think carefully about whether the picture book is suitable for the child, if it is suitable for the teacher, the teacher should also guide the child, take a look at what kind of problems the child has next to the child, and be sure to communicate with the child.

Picture books are taught to children every day to form good habits, and schools and families cooperate with each other to choose interesting content to attract children's attention, and take picture book reading as a necessary course.

(1) Excavate the highlights of picture books and determine the objectives of teaching activities; (2) Adopt appropriate teaching methods; (3) Detail design in picture book teaching activities: Successful picture book teaching should pay attention to three details: the introduction of interest in picture book stories, the effective reading of picture book stories, and the interaction and discussion extended by picture book stories.

The strategy of questioning is to stimulate children's curiosity and desire for knowledge, and thinking can be powerful, must improve children's thinking must guide children's ability, to make children interested in teaching, and in the process of asking questions is not too difficult, must ask more simple questions, so that children will be more confident.

For the teaching of picture books in kindergartens, most of the strategies he proposed are to allow students to give full play to their imagination and let children participate in learning more, rather than being led by teachers.

In the teaching of picture books in kindergartens, the questioning strategy is: clever questioning can stimulate children's enthusiasm, so it is necessary to inspire children's interest in learning and stimulate children's positive thinking through questioning; You can set some simple small rewards when asking questions, so that children are interested and can actively refer to them, rather than simple questions and answers such as whether they are right or wrong; To let children dare to speak, whether it is right or wrong, we must encourage children to form a habit of wanting to say and dare to say and like to say, so that children can respond positively.

Picture book teaching is booming now. Through various forms and different carriers, children are familiar with picture books, and our teachers feel the infinite charm of picture books. Here, I would like to talk about the organizational strategies of picture book teaching based on my usual teaching experience.

Actively guide and observe**Picture book refers to picture book, refers to the text and ** complement each other picture storybook, is the reader to express specific emotions and themes, through the two media of painting and text intertwined in different dimensions, is an interactive story art.

In picture books, ** is no longer the embellishment of words, but the lifeblood of books. There are even some picture books that have no text, only pictures to tell stories. Therefore, teachers must actively guide children when reading together, so that children can understand the content of picture books by carefully observing** and paying attention to the details in the picture books.

Ask questions effectively and generate responses. The starting point of inventing thousands of questions is to ask. So how to stimulate children's desire to explore in picture book reading?

We should start with the problems in picture book reading, make the questions more attractive and artistic, stimulate children's divergent thinking, promote the formation of children's reading concepts, and guide children to think positively from multiple angles and directions. Conjecture questions make children want to speak, open-ended questions make children dare to speak, and progressive questions make children like to speak. After the teacher throws out the questions, the children follow them.

At this time, as a teacher, it is necessary to respond positively to children, because sometimes children are unexpected, which requires teachers to have the ability to respond with affection, so that reading activities are more effective.

Picture books tell a complete story with **, which is a collection of **luxuriant**. A good picture book can allow an illiterate child to read the main idea by looking at the pictures. In addition, generally speaking, the layout of picture books is well designed, and the cover, title page, ring lining, main body, and back cover form a complete whole.

Text and ** are interdependent, and they rely on turning pages to drive the plot. Therefore, in the teaching of picture book reading, do not rush to turn the page, let the child look carefully at the **, guide the child to read the story, find the details, and comprehend the connotation of the **. This requires the teacher to give the child.

For example, you can make a study plan or a rest time for your child, and you should also improve your child's ability in all aspects, and at the same time, you should also let your child develop a good reading habit, and it can also cultivate your child's concentration, and it also needs to be implemented according to the actual situation.

First of all, you can add such teaching ideas to picture books, and it is necessary to stimulate children's interest in learning, and the difficulty of picture books is not too great, and then it must be in line with the child's age, and we must pay attention to the development of children's hearts and the world.

In recent years, children's picture book reading materials can open children's imagination and cultivate children's good reading habits according to the thinking characteristics of children at different stages of growth, and are highly respected by kindergartens and children's parents. However, in the reading of picture books, how to effectively use picture book materials and reflect the true value of picture book materials is also a problem that teachers and parents are confused about. Therefore, creating a free reading environment and using reasonable interactive strategies to stimulate children's interest in reading is an effective way to cultivate children's good reading habits.

Poor selection of picture book materials: In the selection of children's picture book materials, the purchase of picture books often does not pay attention to the characteristics of children, which makes the picture book materials lack pertinence. For example, the rain teacher on the Internet tells picture book stories, which can allow children to participate in the interaction in a timely manner, but ignore the differences between children of different ages, so that older children lack interest and young children cannot understand.

Lack of interaction in picture book reading: In picture book reading, the purchase of picture book materials is not based on the needs of children, so that children can understand the content of picture book materials independently. Instead, the picture is provided according to the picture book materials, and it is changed to the corresponding picture reading or storytelling, ignoring the autonomy of children in reading, and losing the real role of picture book reading.

Lack of application of multi-** technology: In picture book reading, the use of multi-** technology can make the rigid picture dynamic, which can not only stimulate children's interest, but also help to deepen children's understanding. From the ** of writing picture book reading, it is rarely involved in the application of multi-** technology in picture book reading, and there is very little application in kindergarten.

Second, the interactive strategy of kindergarten picture book reading, the origin of early childhood education is "everything that children can do by themselves, should be allowed to do it by themselves, and everything that children can think by themselves should be let think by themselves." Children explore and discover by themselves, and the knowledge they seek is true knowledge, and the world they discover is the real world. Therefore, in the reading of picture books, children's initiative in reading should be strengthened, and different interactive aids should be used to promote children to discover their own world through reading.

The purpose of teaching in kindergarten is to be able to serve the children to grow up healthily, happily and positively. As a result, the content of learning is relatively limited [1]. Due to the existence of such teaching objectives, many teachers do not pay enough attention to the purpose of teaching, and do not formulate clear teaching objectives in the process of using picture books to teach.

In some cases, the way of teaching picture books has become more simple listening to stories, and the teaching effect is not good. In the process of using picture books for teaching, teachers need to find picture books according to the needs of teaching, and then combine the content of picture books with the real life conditions of children to teach.

In the teaching process, we should still let the children go to the painting alone, and we should also pay attention to finding more images of people or fruits for them, so that they can imitate the spine in the early stage, so that the children can have a reference to better draw, and then according to the children's interests and hobbies, they should be given a supplementary field reputation class.

1.Adjustment and Processing Strategies of Teaching Materials In practice, we have found that some picture books have a large number of pages, very rich picture details, and a large amount of information. I don't know that children's interests are easily scattered when reading in groups.

2.Activity-based Experiential Strategies for Young Children The most effective way for young children to develop is through experience. The experience emphasizes the direct perception of the things of the pants, and emphasizes the personal participation in the activities, so that children can build knowledge and improve their experience on this basis.

3.Teacher-Child Interactive Questioning Strategies The Kindergarten Education Guidelines require teachers to "pay attention to children's reactions and performance in activities, be sensitive to their needs, and respond in a timely and appropriate manner."