A Study On The Teaching Of Picture Books In The First School

As a novel children's book,the picture book presents the story in the form of a combination of text and pictures.The vivid pictures and simple and interesting storyline effectively fit the students' cognitive level and thinking characteristics in the first semester of the elementary school.Reading interest,training students 'curiosity and imagination,and enhancing students' initial retelling ability,are the language learning resources that are loved by students in the first semester.However,in actual teaching,there are some problems in picture book teaching that make it difficult to exert its value.Based on previous studies,the author extensively collected picture book teaching cases,explained related concepts of picture book teaching,analyzed the existing problems and causes of picture book teaching,and finally proposed targeted picture book teaching strategies.The full text consists of three chapters.Chapter One first explains the concepts related to picture book teaching in the first semester,so that readers can understand what picture books are.Then explore the theoretical basis of picture book teaching in the first section of elementary school from three aspects:children's cognitive development theory,constructivist learning theory,and Ausubel's theory of meaningful acceptance.Finally,the value of picture book teaching is expounded from the aspects of students' reading interest,curiosity,imagination and preliminary retelling ability.The second chapter discusses the problems and causes of picture book teaching in the first semester of primary school.Through the analysis of teaching cases and interviews with front-line teachers,four issues are summarized:one is that the selection criteria for picture books are single and lacks pertinence;the other is that the interpretation of the theme of picture books is conceptualized and adultified;The value of pictures;the fourth is the emphasis on content and light method.Then analyze and summarize the reasons based on the problems,which are mainly affected by three factors:first,the old ideas of nanny-type teaching and utilitarian teaching;second,the teacher's lack of understanding of the thinking characteristics of the students in the first semester;Third,the teacher lacks picture books and teaching resources.Based on the analysis of the problems and causes of picture book teaching in the first semester,the author proposes picture book teaching strategies in Chapter 3.It mainly includes four aspects.First,we must choose picture books reasonably according to the characteristics of children;second,multiple interpretations,and combination of pictures and text;In the end,every teacher must constantly update his professional knowledge and dig out picturebook teaching resources through multiple channels.