How to write picture books in kindergarten?

Reading picture books in kindergarten is written like this:

From the beginning, I knew nothing about picture books. After this period of practice and operation, I found that the knowledge fields involved in picture books are extensive and profound, and the philosophy covered in picture books will be unconsciously engraved in my heart, from which I will learn a lot of life philosophy and positive attitude, so as to better use and learn our language.

"Picture book reading" has quietly entered our sight. Through the picture book reading course, the story situation is introduced, and children's thinking, imagination and language expression ability are greatly improved with open questions, so that children can understand stories and develop in listening, watching, speaking and drawing.

Under such humorous questions, children naturally feel very comfortable and happy, and the atmosphere of activities is also very relaxed. When using humorous atmosphere to ask questions, let children understand picture book reading in constant thinking and imagination, thus becoming interested in picture books.

Tao Xingzhi put it well: "The starting point of Qian Qian's invention is a problem." So, how to stimulate children's desire to explore in picture book reading?

I think we should start with the problem of picture book reading, change the current situation of problem teaching in picture book reading activities, make problems more attractive and artistic, stimulate children's divergent thinking, promote the formation of children's reading concept, guide children to think positively from multiple angles and directions, and guide them to learn to survive and learn to learn effectively.

The biggest difference between picture books and other reading materials is that it takes pictures as its lifeline and tells a story with pictures and words. Pictures are no longer accessories of words, but use pictures to tell stories.

Therefore, when teaching picture books, teachers should guide children to observe the pictures carefully, let them guess the contents of the picture books by observing the images and details in the pictures, draw words with pictures, and then supplement the pictures with simple words to give children the opportunity to read independently.

And by asking some reasoning, divergent and hierarchical questions, we can inspire children to think and guide them to analyze. Design some open, conjectural and progressive questions to make children want to say, dare to say, like to say, and actively participate in teaching.

In addition, when the story contains moral standards, we can design some evaluation questions after reading the story to tap the educational value of the book.