Research On Aesthetic Education In Picture Book Reading Of Kindergarten

Children's picture book has a wealth of aesthetic factors and aesthetic characteristics.However,based on related investigation,the aesthetic value of picture books hasn't been fully realized during the reading education process.In order to validate this viewpoint,analyze the cause of the problem and find solutions.The present situation of reading education on children's picture book in some kindergartens located in Shandong Province has been investigated on by the methods of observation,questionnaire and interview.This paper is discussed at the following aspects:The introduction mainly contains the reasons of the problem,the purpose and significance of the research,the research methods and the innovation of the research.The main body is divided into three chapters.The first chapter introduces the relevant theories for the study and provides theoretical support.Including the definition of "picture book","reading picture books in kindergarten","aesthetic","aesthetic education" and "children's aesthetic education" concept.Described the aesthetic value of early childhood development during picture book reading education.Some common aesthetic features and aesthetic factors of picture books are summarized.As well as the general characteristics of children's aesthetic psychology and the aesthetic preferences of children in picture book reading.The feasibility and necessity of aesthetic education in picture book reading is demonstrated in this chapter.The second chapter explains the basic information of the basic situation and the implementation of the study sample.Based on the statistics of the questionnaire and the interviews and observation,the paper summarizes the present situation of aesthetic education in the kindergarten picture book reading.The main problems are found as follows.Teachers centered to adults,ignore the children's aesthetic interest.More attention is laid on the moral intellectual picture book value,while aesthetic value ignored picture books.Comparing to the pictures,the aesthetic value of picture book language is ignored.The main reason is that the concept of aesthetic education of preschool teachers is not scientific,the teacher's aesthetic quality is uneven and the teachers lack the scientific and effective implementation of aesthetic education strategy.The third chapter in view of the problems,combined with the actual situation of preschool teachers,put forward the following several specific resolution strategies.The teacher needs to set up correct concept of picture book aesthetic education,including the realization of the value of aesthetic education attaches great importance to the picture book reading and understand and respect the aesthetic psychology of children's reading picture books.Promote the aesthetic education for preschool teachers in picture book reading ability,including improve preschool teachers' comprehensive aesthetic quality and improve the ability of preschool teachers' aesthetic interpretation of the picture book.Aesthetic education plan,formulate scientific and effective picture books including choose accord with children's aesthetic psychology of picture books,creating beautiful picture book reading environment,using a variety of picture book aesthetic education method and the use of suitable language in telling picture story.