Kindergarten picture book teaching experience_Kindergarten picture book education experience sample

1: Experience in teaching picture books in kindergartens

There is a certain reason why picture books are so popular among children. First of all, the picture book is a work with extremely rich colors and pictures, which gives children a strong visual experience. Secondly, the picture book is a fairy tale book that seems simple and understandable, but contains a profound truth. Once again, the picture book is presented with both pictures and text. Not only can children guess the content of the story by looking at the pictures, but they can also have a deeper understanding of the text.

1. Teachers should get into picture books and explore the connotation of picture books.

In picture book teaching activities, teachers are the guides and discussants of children, so we must carefully study the teaching materials in order to better carry out teaching activities. A picture book is like a movie, it contains many meanings. Therefore, it is sometimes difficult to carry out a picture book teaching activity.

In the book "Guess How Much I Love You", the dialogue between the little rabbit and the mother rabbit expresses the mother's deep love for her child, which is touching and touching. The child can't help but want to hug his mother. The writer tells the philosophy of life with simple but rich pictures. We have to read it carefully and repeatedly to feel the warm maternal love in the author's humorous words.

In picture book activities, because she covers too many aspects, how do we carry out an activity often requires teachers to have a thorough understanding of picture books and really go into it themselves? I have a lot of my own feelings about picture books, so that I can share with young children the parts that I think are valuable and meaningful. Even how the sharing process is organized.

When I first came into contact with picture books like "The Big Table of Happiness", my first reaction was that it was very difficult. This is the warmth of family described by Japanese writers, and it feels very far away from the actual life of our children. . Most of today's children are single children, so it is difficult to understand this meaning. But the family affection and beauty shown in this picture book will move many people and have profound educational value. So how can we start with it so that children can feel the meaning of the picture book? When I watched Teacher Ying Caiyun’s picture book teaching , I feel that the originally difficult teaching activities are very easy in the teaching process of Teacher Ying. Teacher Ying starts from the career. When the children find that the children raised by Mr. Rabbit and Mrs. Rabbit have all kinds of enviable jobs, then It's amazing, so that you can feel the love and nurturing of parents for their children, and then to the third generation. Teacher Ying captured the children's interests throughout the entire activity, which was a very good teaching activity. If teachers do not understand picture books thoroughly, it will be difficult to have clues to teach picture books. Because some picture books have many clues and are difficult, I think that in order to better carry out picture book teaching activities, teachers must first deeply explore the connotation of picture books.

2. Teachers should pay attention to educational tact and carry out effective questioning.

Tao Xingzhi said it well: "Inventing thousands of questions starts with one question." Therefore, the teacher's questions play a very important role. It is also stated in the "New Outline" that appropriate questioning has an obvious effect. It can quickly direct children's attention to the teacher's expected goals, stimulate interest in learning new knowledge, and cultivate a spirit of active exploration. "Therefore, reasonable questioning is a very critical link in effectively carrying out picture book reading activities. Teachers must carefully consider when designing lesson plans and ask effective questions, which can be divergent or directional questions, but the key is It is necessary to stimulate children's thinking and provide effective reading services.

For example, in the story "The Little Rat Who Eats Apples", we use a simple storyline and a clear composition. Let the children talk about who is on the cover? What does it want to do? Who will eat the apples from the tree? Let the children guess and then tell the story. While asking the questions, the children have been given space to imagine, and then let the children experience the story. Experience the unique charm of picture books.

The picture book "Hen Rose Goes for a Walk" shows the ordinary walking process of hen Rose, but hidden behind the picture is the fox trying to catch Rose. Silk is constantly experiencing misfortune, and it is the ugly fox that makes the children laugh and experience joy in reading the picture book. The children are shown the book at the beginning to observe the cover. , guess what happened to Rose the hen during her walk.

Children can also discover details in their observations: "Why does the hen squint her eyes?" It is the questions raised by the teacher that will arouse the children's cries, give them a focus for discussion and communication, and truly reflect It not only enhances the significance of interaction between teachers and children, but also promotes children's ability to discover and solve problems. Children use their rich imagination to guess, and the story tells a humorous and interesting story with rich and exciting pictures.

3. Teachers should focus on cultivating children’s independent reading and cultivating children’s interest in reading.

How do teachers cultivate children's independent reading? As the masters of reading, children should be in the front and teachers in the back. Through interaction and guidance, children can gradually understand picture books. Due to the nature of children, they often have some expressions when they see the picture. But our teachers often ask questions to young children based on their own ideas. However, after children observe the picture, they will discover a lot, such as the color of the picture, the expressions of the animals, especially some plots that attract young children, etc. At this time, they will express it in language. In fact, this is when the teacher discovers that the children understand The best time for the degree. We cannot restrict children with fixed lesson plans. We must let them learn to read independently and express their own thoughts and feelings.

For example, in the picture book "David, No", first of all, the content of the story is very close to the lives of young children. David is rebellious, naughty, and has the innocence of a child. Such a role can arouse children's cries, and then create a desire to say something. In addition, this picture book also contains some profound connotations that children can discover and understand, allowing children to experience their mother's care and tolerance for their children.

In the activity, we first use the children's independent reading to introduce it, and let the children talk about their favorite page first. This kind of reading method is different. It starts from the children's points of interest. The children have the initiative, and the children's interests will naturally develop. In this way, the way of letting children see and talk changes the process of children's passive acceptance, and children will naturally become interested. Moreover, in the process of children reading and talking about which page they like, they naturally understand the general content of the book. Children learn easily and teachers teach easily. In addition, teachers often ask questions one by one during teaching and let the children guess, and the children enjoy it. For example: What did David do? What happened to his mother? Let the children read it thoughtfully with questions, which improves the efficiency of reading.

The picture book "Earthworm Diary" has full and interesting pictures, with less text interspersed. We make full use of the pictures to let the children guess, what are the earthworms doing? What will happen to the earthworms? Wait, let the children be bold. When we tell them the answer, the children who guessed correctly will jump with joy and experience the thrill of success, which further arouses children's enthusiasm for reading.

In the process of teaching picture books and sharing picture books with young children, I believe that we can actually give more to children. But in this process, as teachers, we must carry out it with the attitude of letting children become the masters of reading. Let children really get into picture books, truly understand picture books, and grow in picture books.

2: Experience in teaching picture books in kindergartens

"Picture book teaching" is a more popular and respected course in kindergartens today. After experiencing several special trainings related to "picture book teaching", I participated in the evaluation of high-quality "early reading" classes in the district at the beginning of the semester, and then observed a week-long "picture book teaching" demonstration class in the park, how much did I learn? Have a superficial understanding of related concepts such as "picture books", "picture book teaching", and "early reading".

First of all, picture book teaching belongs to the field of language teaching and is a type of children's book teaching. This also corresponds to the similarity between "picture book teaching" and "story teaching". However, there are essential differences between "picture book teaching" and "story teaching" in the general sense.

"Picture book teaching" uses picture books as a carrier and borrows from the classroom. In the effective interaction between teachers and children, they can interpret the understanding of the pictures at the same time, thereby constructing a complete story in the mind. It is It is based on appreciating the picture. Therefore, teaching children to read and read in the correct way is an important goal of picture book teaching. Its long-term goal is to cultivate children's independent reading ability. It is interdependent with "picture books" (picture books). Our "story teaching" in the general sense focuses on understanding the content of the story, allowing children to understand some simple truths.

So, how to teach picture books truly effectively? What should we pay more attention to in picture book teaching? Why is our "picture book teaching" like "telling by looking at pictures" or "story teaching"? What is our problem? Through observing the "Picture Book Teaching" demonstration class in kindergarten, I have some rough thoughts and reflections on the above issues.

1. Teacher’s educational philosophy

Teachers should have a clear positioning of teaching activities before class. Today I am teaching “picture book teaching” and carry out early reading. . The main purpose of early reading is to cultivate children's interest in reading and the formation of good reading habits. "Interest" and "habit" are the key words here. Therefore, provide ample time in the classroom, create opportunities for children to read independently with a small book in hand, actively create a reading atmosphere, provide correct examples of children's reading habits, and make corresponding requirements.

2. The design of questions

The design of teachers’ questions in picture book teaching should be to guide children to pay attention to the pictures, and to understand what the picture books want to express by carefully observing each picture. Story content. To put it simply, the story is seen by the children themselves, rather than directly told by the teacher to the children. Therefore, the questions designed by teachers should be open-ended at the beginning and should not be too directional, otherwise they will constrain children's thinking. For example: What did you see? Which part of the picture do you like best? What do you think this picture means? What did you understand from this picture?... Then based on the children's on-site answers, further targeted Ask questions effectively and efficiently: Why did you say that? Where do you see that he is unhappy?... Guide the children to pay attention to the details of the picture and deeply understand the meaning of the picture.

3. Teaching model

Children in the preschool period are young and have poor autonomy, so they need timely and appropriate guidance from teachers. Therefore, I think the reading method in "picture book teaching" should be a combination of collective reading and independent reading, a combination of page-by-page reading, multi-page reading, and complete reading. Only in this way can children learn from the teacher's half-push, half-let go teaching strategy. , gradually learn to read independently.

3: Experience on teaching picture books in kindergarten

Picture book teaching, an emerging teaching model nowadays, is slowly entering our field of vision. What is a picture book? How to use picture books effectively? What are the forms of picture book teaching? I benefited a lot from watching the picture book teaching video of Teacher Ying Caiyun's "One Inch Worm".

"The One-inch Insect" is an interesting picture book story that tells the story of how the one-inch insect in the grass uses wisdom to survive. In this activity, we saw not only language activities, but Teacher Ying also cleverly integrated the mathematical content of measurement into the story situation naturally. For example: at the beginning of the activity, when they got to know the one-inch worm, teacher Ying asked the children to gesture, "How long do you think an inch is?" Then he showed a one-inch worm made of paper to let the children concretely perceive the actual length of an inch; the story tells that knowing The robin asked the Inchworm to measure the length of its tail, otherwise it would eat it. Teacher Ying asked two good friends to work together to use "one-inch worms" to measure and see how many "one-inch worms" were used. Later, many birds in the story had to be measured, and each child was asked to try to use a worm to measure; Finally, ask the children to cooperate in measuring parts of their faces. Our usual measurement activities are all carried out as mathematical activities alone, which is inevitably a bit boring and monotonous. Every measurement in this activity is cleverly integrated into the story, from the two people working together to measure the tail with several "one-inch worms" - one person using a "one-inch worm" - the two people working together to measure the body parts, embodying Different difficulty progressions. Each operation of the children has a clear task, and the measurement leads to the next part of the story, so that the children's interest never diminishes.

"Not only are children happy to be your students, but if I were your student, I would also feel very happy!" This is my most profound feeling after observing the "One Inch Worm" activity. During the activities, they are kind and friendly to the children. Their status is not only the organizers of the activities and the guides for the children's learning, but also the children's most cordial friends and lovable partners.

Teacher Ying deeply attracted the children in the middle class with her kind smile and soft voice; with her attitude of understanding and trust, she gained active cooperation from the children; Teacher Ying Caiyun even used her witty eyes and wise words to Capturing the children's hearts... the affinity of kindergarten teachers is fully reflected, which is also a reflection of kindergarten teachers' love for children.

In the activity "One-inch Insect", not only the children, but also we felt the charm of the beauty of Teacher Ying's language. Teacher Ying Caiyun’s gentle words made me feel like I was chatting with a friend. For each child's answer, Teacher Ying will give a different answer, or guide the child to think deeply, or summarize the child's words, or improve the child's experience... The children not only gain from Teacher Ying's language, The experience of love also provides the satisfaction of success, the happiness of being noticed, and the pride of being recognized by peers. It further stimulated their interest in expression and allowed children to experience the joy of free expression and creation. Isn't this what the "Outline" advocates?

"Play while doing, learn by playing" is the truest description of the activity. Kindergarten education is to promote the development of young children, and activities are to provide children with space and time for development.

The children had fun during the activities, and the spectators also enjoyed watching. What method can make children learn so happily and easily? It is games. Everyone loves to play games, and games, as a basic activity in kindergarten, make children happy to participate and learn through play. "One-inch Insect" designed by teacher Ying Caiyun uses picture book stories as clues to allow children to operate with questions and find answers from the operations. This not only enlivens the classroom atmosphere, but also mobilizes children's enthusiasm for active participation. The children developed in the relaxed and enjoyable games, and the childlike innocence shown in the children's games also aroused bursts of laughter from the spectators, allowing everyone to feel the fun of learning through play.

It is a pity that I did not get to see Teacher Ying in person, but the influence left on me through this video observation activity is eternal and will be used throughout my life. When designing teaching, we must inspire children It creates a relaxed reading environment for children and stimulates children's motivation to read. We also need to teach children certain reading methods, and infiltrate methodological guidance in the process of looking at pictures and guessing stories; we must guide children to communicate and see more meaning from a book. In short, in the teaching process, allowing children to communicate with each other and with great writers can improve the quality of children's reading, allowing children to understand and grow in understanding.

4: Experience in teaching picture books in kindergarten

The semester is coming to an end, and the teaching of picture books has come to an end. This is the first time we have taught picture books. I originally had a superficial understanding of picture books, but since I came into contact with picture book teaching, I have found that picture books are a very good thing. These teaching materials are really carefully selected. Some of the teaching activities, whether they are children's songs or stories, are very nice to listen to and watch. Since learning, the children have fallen in love with these children's songs and stories, and have strong memories of them. I think this will become a spiritual meal that the child cannot forget in his future life, and a memory that the child cannot forget.

The reason why the picture book is good is that it develops teaching activities very well. In his teaching reference, the designed activities are rich and colorful, and it can be said that he has tried his best to explore all the educational functions and educational factors of the teaching materials themselves. Through a teaching material, he can design many activities, which are timely, coherent, and sometimes independent of each other. The development of each activity allows children to learn more knowledge and come into contact with a new topic based on the original ones. Vision, to broaden children's eyesight and increase children's experience.

Because we all attach great importance to this activity, and because we take every picture book teaching very seriously, the picture book teaching this semester is a good start. I hope we can continue the picture book teaching next semester. Keep going and let your children get more and more beneficial experiences in picture book teaching.

5: Experience in teaching picture books in kindergarten

The teaching of picture book reading for children is to enable children to deepen their understanding of picture books through their active thinking and emotional activities through children’s reading of picture books and teachers’ effective guidance. Understand and experience, have insights and thoughts, obtain ideological enlightenment, enjoy aesthetic pleasure, and develop observation, understanding, judgment and oral expression skills.

This semester, we will continue to carry out picture book education and teaching activities according to the age characteristics of the children, gradually cultivate children's picture book reading ability, cultivate children's reading interest, good reading habits, and development abilities. Through one semester of picture book teaching, I have a better understanding of picture books and how to give good reading classes in future teaching.

However, today I want to talk about my thoughts on teaching picture books in early reading. The teaching of picture books in early reading has several strategies and principles as well as the concept of its corresponding teaching chain. To borrow the words of Teacher Xu: When teaching picture books, keep your hands on the book and your eyes on the pictures. Learn from the illustrations and use pictures to elicit text. Conversational learning: What’s inside, what you see. Transition to comprehension-based learning - children will read whichever page they like during the two lessons. Explain the picture of one page clearly, find problems and ask questions. My good friend is talking about this page, right? How do you know? What else did you discover? Act out the story at the end. In this process, we always need to help young children learn correct reading methods and skills. Young children read mainly based on interest, and they pay attention to the pictures. Their eyes are often attracted by the pictures they are most interested in, and it is difficult for them to read carefully from beginning to end. We should gradually cultivate children's independent reading ability. Of course, children should be taught to read in order when reading, and children should be taught to recognize the cover, back cover, inside pages, etc. of books. Children should know that when reading a book, they should read it page by page from beginning to end. When observing a certain picture, you should follow the same order as described in the picture. For example: understand what time is on the picture, what is drawn, what is on the picture, what is being done, etc.

Taking a class and reading a book are not all reading activities, but we can use this as the beginning of reading. Reading a book can take 10 minutes or half an hour, but learning to read is Methods to feel the joy of reading require more wisdom. As a child's teacher, I often choose books with rich pictures and profound meanings for the children in my class. The vivid stories and exquisite pictures often bring us infinitely wonderful auditory and visual experiences... The children will also pick up the book where I told the story, and imitate the way I tell it or Mutter to ourselves or take on the role of "little teacher", at that moment, we will also be very pleased that the children can read and understand books.

Picture books bring the desire to read to children in the upper class, provide children with a window to observe and understand the world, and give children a stage to express themselves. Picture books are gradually being integrated into reading activities in kindergartens and families with their infinite charm. Whether it is classic reading in kindergarten or parent-child reading at home, I dare say that picture books are the most suitable books for young children to read. Because the charm of picture books is not only to attract children, but also to make adults and even the elderly regain their childish innocence after reading them. Read picture books and share picture books. If you participate, you will definitely have endless fun. You and your children will definitely receive the greatest lessons in your life! Picture book reading is a key to opening children's hearts! Let's go into picture books together world!