Action Research Of Storytelling To Promote The Development Of Middle Class Of Kindergarten Children’s Peer Communication Ability

In recent years,scholars,both nationally and internationally,have paid increasing attention to the study of young children’s peer social skills.Peer social skills are an important marker in the development of the social domain in young children,and the presence of appropriate social skills has become one of the most important indicators of young children’s mental health and personality integrity.Storytelling is a teaching model proposed by Vivian Paley in the U.S.Storytelling is important and useful for various developmental aspects of young children.In this study,20 children in Class 2 of A Garden and 20 children in Class 3 of Middle School in A city were selected as research objects.Using storytelling activities as a medium and action research as a guide,the researcher herself acted as a teacher and used a combination of measurement,observation,and interview methods to explore the current situation and developmental strategies of young children’s peer interaction in storytelling.After the action research,the following conclusions were drawn: the storytelling activities were child-oriented,which not only improved the children’s peer interaction skills but also enhanced the children’s subjective status.Through storytelling activities,children’s peer interaction skills were improved,and it helped to develop children’s language skills,as well as their sense of rules and teamwork.In the storytelling activities,the teacher just threads the needle,and the rest is said,done and acted by the children,giving full play to the subjectivity of the children,truly child-centered,the teacher is the guide,facilitator.The development of storytelling activities can also help teachers rethink the relationship between teaching and learning and improve their own teaching level.After implementing three rounds of research,the strategies for using storytelling were enriched in four areas: activity philosophy,activity environment,storytelling questions,and specific guidance to improve the practicality of using storytelling for teaching activities.