| Memory quality is the standard to measure the quality of individual memory,including the reserve quality of successfully extracting memory information,the accuracy quality of correctly recalling information,the agility quality of memorizing information in a certain period of time and the persistent quality of the maintenance time of memorizing information.Studies have found that the critical period for the initial formation and development of children’s memory ability is around 4 years old.Psychologist Vygotsky pointed out that preschool children’s memory is in the center of consciousness,and all aspects of psychological activities are dominated by memory.This study aims to picture book teaching scheme based on memory strategy to cultivate the quality of children’s memory,and on this basis to explore whether picture book teaching scheme can effectively promote the quality of memory development,and the influence of the four dimensions of memory quality,thus complement the quality of children’s memory related research theory,and the results obtained in the teaching practice will be to the teaching activities of education workers.In this study,65 children from two middle classes of a kindergarten in Huangshi city were selected as the research objects.Through the experimental method,four task s of picture recognition,digital reading and picture recall were used to measure and re cord children’s memory quality.Secondly,34 children in the experimental group were taught in picture book teaching activities,and cognitive picture books were selected as the teaching content,and picture books were taught in a planned and step-by-step way according to the three memory strategies of picture book telling,plot retelling,associative memory / scene memory or matching memory games,and the interaction between teachers and children.Finally,the memory quality level of the two groups of children after the experiment,and proved whether the training program was effective through data analysis.The research results show that the research results show that: first,before the implementation of the picture book teaching program,the memory quality level and the various dimensions of the children in the experimental group and the control group are not significantly different.Second,after the implementation of the picture book teaching program,the memory quality level of the experimental group and the control group children is significantly different;except for the reserve difference of memory,the other three dimensions differ significantly.Thirdly,before and after the implementation of the picture book teaching program,the memory quality level of children in the experimental group varied significantly;except for the reserve difference of memory,the quality difference of the other three dimensions was significant.Fourth,before and after the implementation of the picture book teaching program,the memory quality of the control group and the quality level of the four dimensions were not significant.Through the analysis of the experimental results,this study puts forward the educational suggestions to carry out picture book teaching activities in the middle class of kindergarten from the five aspects of memory reserve,memory accuracy,memory agility,memory persistence and memory quality. |
