A Case Study Of Children’s Deep Learning In Picture Book Reading Activities In Large Classes

In recent years,the field of preschool education has set off a wave of deep learning,and children’s learning methods are facing great challenges and changes.As an important carrier of education and teaching activities in kindergartens,picture books are of great significance to the development of children’s thinking,cognition,emotion and sociality.The process of picture book reading is no longer a one-way information input process,but to mobilize children’s existing cognitive experience to process the content in the picture book,thereby helping children develop good thinking ability and learning quality.And meaningful learning is a type of deep learning.It can be seen that the picture book reading activity is conducive to children’s in-depth learning,conforms to the laws of children’s cognition and development,and plays a crucial role in children’s early learning and development.This study takes 22 children and 2 teachers from a large class of J Kindergarten in Changchun as the research object,and uses the case study method,literature method and observation method to analyze the performance of children’s deep learning in the picture book reading activity of the case class.According to the collected 24 representative cases of picture book reading activities and semi-structured interviews with teachers,this paper explores the problems existing in children’s deep learning in picture book reading activities in case classes,analyzes their causes,and provides corresponding supporting strategies based on this.Through the analysis of the data,it is found that there are four problems in the in-depth learning of children in the picture book reading activities of the case class:insufficient critical thinking ability,weak ability to construct new and old experiences,difficult knowledge transfer and application,and weak sense of cooperative inquiry.In response to these problems,this study analyzes the causes from four aspects:unreasonable time allocation for picture book reading activities,unsupported external conditions for picture book reading activities,teachers’ lack of in-depth understanding of the connotation of children’s deep learning,and limitations of teachers’ picture book teaching level.Based on the analysis of the problems and causes,this study proposes the following strategies: First,give sufficient time to read picture books to support children’s continuous exploration.Second,create a positive picture book reading atmosphere and cultivate children’s interest in reading.Third,strengthen teachers’ learning of theoretical knowledge and promote children’s in-depth reading.Fourth,improve the level of teachers’ picture book teaching and promote children’s learning and development.