First, kindergarten picture book teaching methods
When teachers implement picture book teaching, in order to achieve specific teaching objectives and realize the teaching content of picture books, they need to combine teaching practice and make full use of various teaching methods to guide children.
open
Open teaching methods include open teaching venues, open teaching staff and open teaching content. Teachers can arrange different venues according to the needs of picture books, such as classrooms, corner activity areas of kindergartens or other open teaching places. Parents, teachers, experts and writers can also be arranged to share stories, and librarians can give lectures to enrich teachers and bring new ideas to picture book teaching. The teaching content of picture books can be written not only by writers, but also by children's original works. Teachers can guide children to create and continue stories and set up open content.
(2) Expansive type
Teachers can combine picture books to expand reading activities, such as the skating party reading teddy bears. They can teach children to write invitations, read that bears don't brush their teeth, and instruct them to brush their teeth. Through the game "123 Woodenhead", the teaching effect of "not moving a feather" can be consolidated. Teachers can also organize children to tell stories, make up stories and perform stories according to the contents of the book, such as The Runaway Rabbit.
(3) Participate in 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, making the individual experience successful, thus improving the learning effect. Participatory interaction includes children, teachers and children, parents and children, experts, writers and children. Teachers should encourage children to share their feelings after reading and co-create new books. Pay attention to the interaction between teachers and students, take children as the main body and guide them to observe and express as participants; Guide parent-child interaction, enhance parents' reading awareness, help parents choose high-quality picture books, and give professional reading strategy suggestions; Support children to interact with experts and writers, let "big hands" hold "small hands", let children communicate with experts and writers at close range, and stimulate children's interest in reading and writing picture books.
(4) Discussion type
Teachers and children lead children to read new picture books through discussion, so as to arouse children's prophetic experience and curiosity to the maximum extent. For example, in the picture book "Crocodiles are afraid of dentists", teachers can mobilize the prophetic experience of children's toothache to go to the dentist in advance, and popularize the physiological characteristics of crocodiles, and then keep the children's curiosity by constantly discussing the psychological state of crocodiles and dentists, so as to keep the whole reading in an active atmosphere.
Second, the kindergarten picture book teaching form
(1) Play the game
Performance game has become an important game activity in kindergarten picture book teaching because of its unique performance and innovation. Teachers choose appropriate performance games according to the theme of the picture book, and children show the plot in the picture book through dialogue and action. This process just stimulates children's interest in imitation, and also helps children to understand and play the content of picture books in a deeper level. For example, the picture book "Little Mouse Wanting to Eat Apples", which shows the theme of mutual help, finally moved the crisp and sweet big red fruit among the little mice home with the help of partners, and changed from planning to enjoy it alone to sharing delicious big red fruit with partners. In the process of performing the mouse, the teacher can play relevant background music to let the children gradually standardize their written language; In action, children can experience happy expressions through games such as hugging and shaking hands with their peers; In terms of feelings, children can understand nonverbal behaviors through sharing, which is conducive to mutual reflection and understanding, and is more conducive to finally consolidating children's experience in reading picture books.
(B) Multimedia teaching
The development of modern educational technology has brought more possibilities for picture book teaching in kindergartens. Teachers can use multimedia tools such as electronic whiteboard to make the picture more vivid and intuitive with its vivid, novel and infectious characteristics, thus making teaching more vivid. For example, the picture book "You look delicious" tells the story of a cute and naive Ankylosaurus facing a huge carnivorous Tyrannosaurus Rex. Ankylosaurus believes in "Tyrannosaurus Rex Dad" and sincerely cares about Tyrannosaurus Rex, allowing the fierce love seeds of Tyrannosaurus Rex to sprout and build a bridge between each other's hearts. Ankylosaurus won't feel lonely and afraid. Tyrannosaurus rex taught him all kinds of survival skills, prevented the enemy from attacking the little Ankylosaurus, and finally helped him return to his parents. When teaching this picture book, the teacher can show the typical pictures of Ankylosaurus, Ji Runhall and Tyrannosaurus Rex to the children. For example, the picture is frozen: Gyllenhaal's eyes are flashing red and glaring at Tyrannosaurus Rex. The teacher guides the children to describe the story and imagine the dialogue between Ji Runhall and Tyrannosaurus Rex. Another example is the picture freeze: Tyrannosaurus rex watched Ankylosaurus baby desperately run to the other side of the mountain. The teacher asked the children to express the content of the picture and predict the subsequent plot. Teachers can see that when decomposing and freezing the picture, children will show great interest and enthusiasm when asking questions. Teachers should encourage children to express their ideas bravely.
(C) Situational teaching
Environment is the best guide to reading picture books. Teachers can create different reading situations according to children's age characteristics and cognitive development level, including the creation of reading material space and the creation of reading psychological atmosphere. By creating a good reading environment, let children "want to study"; Teachers try their best to mobilize various means, such as creating a theme reading corner, regularly carrying out activities such as reading festivals, original picture book competitions, picture book performances, and small experts talking about books, so as to guide children to love reading, know how to read and understand books, so as to experience a pleasant reading experience and let children "love reading"; Teachers or parents speak in a kind and natural voice, create a relaxed, happy and free atmosphere, experience the happiness of picture books with children, and "read" and enjoy happiness with children. Picture book teaching adopts role-playing teaching method, and teachers make reasonable arrangements according to different ages and difficulties when creating situations. The specific method is as follows:
(1) Arrange seats skillfully and create corresponding situations: a good environment can help teachers solve or reduce many difficulties. For example, in "Flying Hugs", it is difficult for middle-class children to group freely in role-playing. So at first, the teacher arranged the seats for the children in groups of five. At the same time, make sure that all children have enough space to rehearse without interference. Put the pictures on the desktop of each group and give the children a chance to choose freely. After choosing the role you want to play, you will naturally stand in order and prepare for the performance.
(2) Using the hints of props to create appropriate situations: In role-playing, some props are often used to reproduce the content of picture books through actions and expressions. For example, the Chinese picture book "Witch Broom Sitting in Rows", the teacher can let the children choose the role to perform, so that they can better practice the dialogue of the story. The teacher can provide each group of children with a "magic broom" that can sit for five people, so as to control the number of people in each group and reduce the difficulty of children's choice. Children take turns to play witches and small animals, and share different opinions by listening to other people's speeches. Children talking while playing should leave them with interesting and indelible memories.