Action Research On Kindergarten Picture Book Teaching From The Perspective Of Multiple Intelligence Theory

With the rapid development of society and the continuous deepening of educational reform,the cause of early childhood education is showing a trend of vigorous development.Picture books,as a reading material,have gradually entered the public eye and have attracted the attention of many early childhood educators.More and more picture book works have entered kindergartens and a series of picture book teaching activities have been carried out.At present,many kindergartens use picture books to carry out language teaching activities,as picture books themselves are important carriers of language activities.But completely limiting picture books to language activities does not maximize the diverse value of picture books.Researchers have analyzed the current situation of picture book teaching in Class A of L Kindergarten and found that there are practical problems such as teachers’ insufficient understanding of the value of picture books and picture book teaching,patterned organization of picture book teaching,and virtual expansion and extension activities of picture book teaching.They have discussed and exchanged ideas with collaborating teachers,attempting to combine the theory of multiple intelligences with picture book teaching,Carry out action research around the following questions: 1.How to design kindergarten picture book teaching activities based on the theory of multiple intelligences?2.How to implement teaching design specifically?3.How effective is the kindergarten picture book teaching activity after implementation? The researchers selected three picture books that are suitable for children’s age.Taking picture books as the carrier,combined with the theory of multiple intelligences,they repeatedly studied the contents of picture books,analyzed the types of multiple intelligences in picture books,and carried out three rounds of action research.From the perspective of the theory of multiple intelligences,picture book teaching activities are mainly divided into three stages: picture book reading activities,picture book theme activities,and picture book extension activities.Each link follows the action research step of "plan implementation observation reflection",uses observation and interviews to collect relevant information,observes and evaluates picture book teaching activities,reflects and adjusts existing problems,and makes the effect of three rounds of action research activities spiral.Research has shown that picture book teaching in kindergartens promotes the diverse development of young children from the perspective of the theory of multiple intelligences;Changed traditional picture book teaching methods;Expanding the activity space for picture book teaching;Improved overall activity effectiveness;Increased emphasis on picture books.On this basis,the following conclusions are drawn: it is feasible to carry out picture book teaching activities based on the theory of multiple intelligences;Picture book teaching can be implemented in multiple activity venues;Realizing the multifaceted development of young children should become an important goal of picture book teaching.Based on the practical experience of this action research,this paper puts forward suggestions on implementing picture book teaching activities from three aspects of teachers,kindergartens and families,so as to maximize the multi value of picture books,improve the quality of picture book teaching,and provide practical support for the picture book teaching in kindergartens from the perspective of the theory of multiple intelligences.