This year's summer training mainly focuses on picture book reading. The teachers of the first two Chinese groups have shared a lot with you, and I believe everyone has gained as much as me. Today, I mainly discuss two topics with you: one is the diversified value of picture books, and the other is the diversified practice of reading picture books.

First, let's learn what a picture book is. Picture books are English picture books, and picture books come from Japanese habits. Picture books were born in Europe in the17th century. In 1930s, the mainstream of picture books spread to America, and picture books ushered in a golden age. In 1950s and 1960s, South Korea and Japan began to develop picture books, and in 1970s, Taiwan Province Province also began to read picture books, which subsequently triggered a picture book reading craze. In the 2 1 century, picture book reading has become a fashion for children all over the world. In Taiwan Province Province, China, picture books and picture books are often mixed together. Picture books are strictly picture story books, and the definition of picture books is sometimes quite broad, even including non-fiction knowledge picture books, toy books, ballads and so on.

Picture books should specifically include the following aspects:

1. Painting should be close to children's world.

2. Painting should be artistic, that is, it has aesthetic function.

3. The painting should echo back and forth, be coherent and have the effect of "telling" the story.

4. Characters are literary, that is, they have aesthetic functions.

5. The text is suitable for reading and listening, with catchy, vivid and concise elements.

6. Words should be adapted to children's understanding and life experience.

7. Painting and writing are tacit, interactive and coordinated, and can be expressed as "words × pictures".

The themes of world picture books are varied, such as friendship, affection, courage, life dignity, nature and environment. Careful teachers divide picture books into cognitive picture books: little blue and yellow, inspirational picture books: Bigfoot ballet, family picture books: Guess how much I love you, popular science picture books:

First, experience feelings-the characteristics of picture books and children's reading

L first put the picture book slide "Uncle Wolf's Braised Chicken", without words.

Please tell the teacher what kind of story the picture book tells. Do you need help sharing your thoughts after reading? What kind of help do you need?

About the author: Keiko Kasza, whose main masterpiece is My Lucky Day, is familiar to everyone.

I wonder if you have understood the picture part of the book we just saw. Do you find it hard to understand? Let's take a look at the pictures and texts of this book first to see if you really understand this book.

The evil deeds of wolves are well known and have been deeply rooted in people's hearts. Needless to say, the child has taken the initiative to classify the protagonist Uncle Wolf as a bad guy, watching nervously how he does bad things, and wants to make the mother hen into a braised chicken and eat it in her stomach. In order to eat the tender and juicy chicken, Uncle Wolf tried his best to fatten the hen. He made 100 pancakes, 100 doughnuts and 100 Jin sweet cakes with his unique skills, and secretly put them in front of mother hen's door, hoping to raise her big and fat.

When the wolf sneaked into the hen's house and tried to catch her, he was regarded as Santa Claus by a group of enthusiastic chicken babies. It turned out that he was as enthusiastic as Santa Claus and sent those pancakes, doughnuts and big cakes. Baby Chicken gave him a hundred kisses, which condensed into the power of love and made Uncle Wolf dizzy in Tao Tao. The evil thought of wanting to eat chicken disappeared in an instant, and it was replaced by good thoughts. He really wanted to bake another 100 cookies for these enthusiastic chicken babies.

In Uncle Wolf's Braised Chicken, the power of love can turn villains into great men. Although the story is exaggerated, it can help children understand the influence of love. I think Keiko, the author of this book, expects children to plant seeds of love in their young hearts through reading, and grow into a tree of love in the future, so that they can help others. Keiko created the role of Uncle Wolf, which was really successful. Although he painted the villain-the wolf, he deliberately painted him as a dull figure with diverse expressions and cheerful actions, which played down the original evil appearance of the wolf and made the children not afraid and accept the role. Later, with Uncle Wolf's rich expression, his every move, watching him make all kinds of delicious snacks (this is a secret weapon to appease the children), the children initially recognized Uncle Wolf as a villain, gradually changed their impression, and began to expect him to turn over a new leaf and become a good person. This expectation makes children more eager to know, what makes Uncle Wolf better? It turned out that the kiss of the baby chicken changed Uncle Wolf. His expression changed from amazement to joy, and the evil thoughts in his heart disappeared without a trace. The children can't help but breathe a sigh of relief for Uncle Wolf and feel how lovely the kindness is!

What other picture books with this theme do you think of? You look delicious. I'm Tyrannosaurus Rex, fox father, duck son and so on. These picture books have subtly changed the inherent mode of children's thinking, so that children should not look at people, things and things around them with colored glasses from an early age.

Second, think about the diversified value of picture books to children's development;

Through the pictures and words in picture books, various story themes can be clearly presented to readers with rich faces. Generally speaking, picture books have the function of expanding children's life, vision and aesthetic experience.

(A) the growth of children's cognitive learning

Illustrations in picture books are a microcosm of nature, which can provide a kind of observation, reflection, analysis and sensitive learning experience for children's cognitive development.

Provide children with opportunities for language learning.

Children aged two or three often like to read picture books and talk to themselves. The content and tone of his speech are largely imitation and repeated practice of "listening to mother's story", and some language experiments of "writing and talking to himself"; Children over the age of four or five will not only let others tell stories through pictures, but also force others to be his story listeners. With the growth of age, preschool children also know simple numbers, words and poems from picture books; As for the school-age children in the lower grades of primary school, they gradually enrich their vocabulary from reading picture books. Therefore, picture books can be said to be the "midwives" of children's language learning.

(C) to promote children's mental growth

The content and design of picture books not only caters to children's psychological development needs, but also develops a new strategy called "picture book reading and diagnosis", so it can achieve the role of spiritual purification for ordinary children and diagnosis and treatment for children with maladjustment. Psychological growth picture books are "psychological doctors" for children's growth, because each book analyzes the problems of children's growth and puts forward self-adjustment methods.

(D) to cultivate children's basic aesthetic ability

Picture books are the best bridge to pull children into the reading world. Reading a beautiful picture book is as pleasing to the eye as watching an exhibition in a gallery, and you can reread it repeatedly. It is an extremely important and convenient way for children to get in touch with good picture books, cultivate their aesthetic attitude and ability, and cultivate their good eyes from an early age to prepare for independent self-judgment and appreciation in the future.

(5) Strengthen the function of parenting education.

Preschool children's picture books are "parent-child books" that parents read to their children. Picture books need the guidance of parents, not only because children can't read words, but also for the realization of parenting education functions. Through this kind of intimate contact, the children accepted their parents' words, feelings and ideas without reservation, and the parents thoroughly experienced and shared their children's growth. Children who grow up in this reading situation will like books, enjoy reading and become lifelong friends with books.

(six) to cultivate the ability to create imagination

Picture books with fairy tales or fantasies can promote children's imagination and creativity. They are not only humorous, but also stimulate children's potential to solve problems and create inventions.

Therefore, the diversification of our picture book reading activities makes reading a favorite thing in children's lives, allows reading to enter children's lives, and allows children to speak, think, ask questions and listen through reading.

Third, share communication-understand children's reading difficulties.

Let's start with the picture book slide "Badger's Meal".

Ask the teacher to talk about what do you think is the main difficulty for children to read this book?

Analysis and thinking on pre-reading and post-reading investigation;

The main problems in children's understanding

Solution strategy

1, showing the anxiety of being unable to read independently.

Before reading independently, talk to your child about the confusion of the child in the survey. Please try to make children understand that they can read without looking at pictures.

2. I don't understand the protagonist badger in the picture book and the way it feeds the children, which brings trouble to reading comprehension.

Prepare knowledge and experience before reading, and let children investigate what badger is and its feeding habits in advance.

I don't know the mole in the picture book.

It also adopts the method of knowledge and experience.

4, 2-3 pages have problems in understanding.

(Is it because the bug crawls the food that the badger doesn't eat, or is it because the badger is bored with the food that he often eats? )

1. Badger's food preference can help children understand.

2. Arouse children's observation and discussion: Why do badgers have such expressions? What does it tell us?

I didn't notice the page number of the first page in this book.

The teacher asked the children to turn to the first page to trigger the search, so that the children could gain a new experience in thinking and searching-push algorithm.

6. Pay little attention to the small picture in the upper right corner of page 6, 1 1,15; Pay less attention to badger's psychological activities.

By observing the expressions and movements of badgers and small animals, we can guide children to guess and understand their own psychology and understand the expressive significance of the small picture in the upper right corner.

7. "Slip, twist and jump" is a vivid verb to express the escape way of small animals. Children can observe them, but the language description is not vivid.

Teachers lead children to observe, imitate and perform, and understand the differences and vividness of these verbs.

8. Why did the horse kick the badger angrily? Children have difficulty in understanding.

The teacher let the children know the real reason by reading the words 18 and 20 pages.

On pages 9 and 25, several children don't understand the picture expression of badger being kicked by a horse from far to near.

Ask the child: What does this picture tell us? We can imitate the badger's movements together.

10. What is the relationship between the hole where small animals fall and the hole where badgers fall? Few children don't quite understand.

Teachers can make children think: Where did the badger fall? Which pages still have this hole? Whose home is the pit where the small animals fell?

1 1. There is a lack of consistency in the expression and movements of badgers, and there is a lack of experience and feelings about badgers' psychological changes.

The teacher let the children experience the badger's psychological activities by observing the badger's movements and expressions, speaking in words and imitating with body movements. Through constant observation, imitation, guessing and expression with children, we can gradually realize the psychological changes of badgers.

12, the residue and words on the back cover did not attract the attention of children.

The language on the back cover is actually the profound idea to be expressed in this book, but the children didn't notice it. The teacher asked the children to observe and think collectively after turning to the back cover, let the adults share their feelings with the children after reading, and let the children understand the profound connotation of the work.

Fourth, research and development-diversified picture book reading practice activities.

(A variety of picture book training activities.

Around picture books, we can carry out various special training activities:

"I grow up in reading" teacher reading salon.

In the reading salon, learn the educational theory of picture book reading, create a rich reading atmosphere, integrate rich reading resources, and carry out a variety of participatory reading activities, such as good book recommendation meeting, good reading, good reading-teacher reading exchange meeting, story sister selection, new teacher special reading salon, etc. Improve teachers' own quality and theoretical level.

Teachers' lecture exchange on "Picture Book Teaching Case".

The design and implementation of lectures and exchange activities in picture book reading teaching further explored and summarized the main strategies and methods of carrying out picture book reading teaching activities at different ages, and gradually formed the implementation mode of teaching activities. Try the teaching practice of original picture books, find out the children's situation before the activity, analyze the value of picture books, design the teaching activity plan, implement the teaching practice, and reflect and adjust after the activity practice, so as to effectively promote the reflection and improvement of the reading activities of the teachers in the research group, encourage new teachers to join and integrate, and promote the overall level of the teachers in the research group.

Teachers' observation and discussion on the theme research of picture books.

Teachers deeply explore and make use of the value contained in picture books, explore and try to integrate with other fields, and carry out research on theme activities triggered by picture books. Further implement the theme teaching of picture books in teaching activities, and communicate from the aspects of activity design, overall conception, environmental layout and implementation reflection to form the content of kindergarten-based curriculum. For example, the theme activities of small class, Why can't I do it, Pulling Radish and cornucopia, and the theme activities of middle class, such as baiyang village Beauty Salon, Ant and Watermelon, and Picking from the East and Picking from the West, are all naturally produced after reading the picture books.

A Summary of Teachers' "Personal Research" Practice

In the teaching research of picture books, many personal topics can also be studied around picture books. For example, the investigation and research on the influence of middle school children's interest in reading picture books, the practice and research on reading picture books in small classes, the experimental research on guiding children's picture book reading activities by district corner activities, and the research on the integration and emotional development of middle school children's picture book reading.

Personally, in the discussion activities around picture books, the heterogeneous discussion mode in the same class may be the most helpful to the teachers who participate in teaching and research. There is a good saying: "you have an apple, I have an apple, and after the exchange, everyone is still an apple;" You have an idea, I have an idea, and after the exchange, everyone has two ideas. The picture book teaching and research method of "heterogeneous in the same class" can trigger the collision of participants' wisdom, learn from each other's strong points and obviously improve the teaching effect. Due to different teachers, the structure and style of preparing lessons and the teaching methods and strategies adopted are also different, which constitutes different teaching activities. Through the comparison of these classes, teachers can clearly see different teachers' different treatment of the same textbook content and different teaching effects produced by different teaching strategies, so as to open teachers' teaching ideas, find out their own advantages and disadvantages in combination with the effects achieved by the lecturers, and then reflect on the process they have experienced in this class, or prepare the second class for themselves. It truly embodies the sharing of resources and complementary advantages.

Second, the diversified presentation of picture books.

Picture books and other subjects

In the research process, the reading activities of picture books are not limited to their own early reading activities, but also pay more attention to the integration with other disciplines, so as to maximize the value of picture books themselves. According to the different educational values of picture books and teachers' different positioning of the educational values of picture books, picture books are not limited to a single activity of reading picture books, such as the book "Insects Hiding from Cats" in Nanjing Normal University's Happy Seeds. Some teachers regard them as reading teaching, some as the introduction part of my invisibility cloak for artistic activities, and some as the material of animal invisibility for scientific activities. Among many picture books, there are also some picture books with art teaching points. For example, "Rose hen goes for a walk" can be combined with art decoration painting teaching, and "Mouse New Year" can be combined with paper-cutting teaching and so on.

Picture books and game activities

Integration with board games

The setting of the content of the chess score in the chess game affects the interest points of children's participation. According to the characteristics of picture books, we organically combine the content of picture books with the content of chess manuals, resulting in:

Story chess: It attracts children's attention and love with vivid and interesting storylines and characters, such as eleven kittens doing hard work, an escaped rabbit, and hen Rose going for a walk. When these contents appear on the chess score, they can continue children's interest in playing chess games, so that they can participate in the game more actively.

Scientific chess: integrate the scientific knowledge in the book into the rules of chess, and use the regularity of chess games to help children master the knowledge points, such as Michelle and Lenny Jr. and Where does the pepper grow? , "princess glasses", "change" and so on. The appearance of these contents has added challenges and sense of accomplishment to children's board games, and aroused the fun of children's confrontation.

Entertaining chess: we respect and satisfy children's interests and wishes, such as the busy day of little mouse and Crichta. These contents are related to children's life experiences and can arouse their enthusiasm. When they have a better understanding of the contents of the book, their thinking becomes more active, which not only improves their interest in participating in the game; At the same time, it provides rich resources for them to design chess manuals and play games. Let children organically connect and integrate playfulness and knowledge in activities.

After the selection of the content of the chess book, the changes in the presentation mode and activities of the chess book are also affecting children's further understanding of the picture book. Teachers often take the form of * * * reading-free reading-shared reading-parent-child reading. Let children understand and like the content of picture books, and then consciously guide them according to the content. Teachers and students * * * on the basis of being familiar with board games, with the help of the formal characteristics of existing board books, design and make board manuals and pieces, and formulate rules of the game. According to the age characteristics and development level of children, the middle class is designed and made by teachers, and the large class is mainly children. Teachers give appropriate guidance and help, and use various forms such as painting, pasting and construction to jointly create colorful chess games. We mainly try the following kinds of chess: map chess, book chess, wall chess, three-dimensional background chess, connection chess and so on. The richness of content and the diversity of forms have greatly stimulated children's interest in board games.

Integration with performance games

After reading picture books, many of them are used as script sources for performing games. For example, the picture book "The King is Sick" has many characters and the plot is not too complicated, which is very suitable for children to perform games. The King is Sick is a story in the early reading series of big classes published by Nanjing Normal University Education Press. In the process of reading to children, children imitate performances. In order to support children's interest, the performance game "The King is Sick" was born naturally. Teachers play the role of "observer" in the performance game of "The King is sick", truly record children's game behaviors, guide children to evaluate their own game activities, and make overall analysis and thinking on each performance game activity.

(C) Picture books and environmental creation

The creation of picture book reading environment is an important way to cultivate children's interest in reading picture books. According to the age characteristics of children of all ages, the environment related to reading is presented in the wall decoration layout of activity rooms, large corridors and stairwells. We take "love picture books" as the main line to create the environment. We have created books that we can read together, books that we want to read with our parents, parent-child reading recommendations, picture books that we are happy, reading theme activities-growing footprints, telling our reading stories-parent-child experience exchange and sharing, and we also try to draw a picture-a combination of reading and art-pictures (picture books, photos, works, children's creation) and so on. The creation of these reading environments allows children to feel picture books and enjoy reading activities related to picture books in the subtle environment creation.

(D) Picture books and curriculum construction

In the course construction of picture books, teachers choose a picture book they like from many picture books every semester, and at the same time, it can be expanded into a theme activity to construct and implement the reading theme of picture books. Be planned, implemented, adjusted and reflected. Especially after the theme activities related to picture books are implemented, teachers can enjoy resources.

Every carefully selected book and every carefully prepared activity blooms like a flower. The children stopped to enjoy and smell the flowers. No burden, no pressure. They watch and appreciate while walking, and slowly let flowers touch people's hearts and become a flower lover.

(5) Interaction between picture books and home.

Because excellent picture books are expensive, it is unrealistic for children to buy a lot. Therefore, it is necessary to carry out "picture book drifting" activities in kindergartens and classes. Everyone will circulate the picture books that they have bought and feel good, and read more picture books with limited funds.