On the Role of Picture Book Stories in Children's Learning and Ability Development

1、浅谈绘本故事对幼儿学习和能力发展的作用（外文名）On the Role of Picture Book Stories in Childrens Learning and Ability DevelopmentCONTENTSABSTR四号 times new romanACT .3IIntroduction .4一级标题：四号 times new roman.除了虚词以外，单词首字母均大写1.1What is a picture book?.41.2Characteristic of picture-book stories.51.3Characteristics of children a

2、ged 3-8.5II. The Effect and Function of Learn Picture Book Story Learning on Children.62.1Picture Book Reading Promotes the Development of Childrens Observational Ability.62.2Picture Book Reading Promotes the Development of Childrens Language Ability.72.3Picture Book Reading Promotes the Development

3、 of Childrens Imagination.92.4Picture Book Reading Promotes the Development of Childrens Thinking.102.5Picture Book Reading Promotes Childrens Social Development.12. How to Develop Picture Book Story Reading.13. Conclusion.14References.15On the Role of Picture Book Stories in Childrens Learning and

4、Ability Development【Abstract】 In recent years, early reading has become a new topic that has been gradually paid attention to by the preschool education circle in our country. The Kindergarten Education Guidelines also explicitly incorporate the requirements of early reading into the target system o

5、f language education, proposing to cultivate childrens interest in simple signs and written symbols common in life; Use books, paintings and other methods to arouse childrens interest in books, reading and writing, and to develop pre-reading and pre-writing skills. How can children love early readin

6、g in preschool period? I think picture book literature is an early reading material that is more in line with the characteristics of young childrens age. Picture books are rich in pictures and texts. Picture books are different from picture-matching text books in our general sense. They are differen

7、t from comic books and are not cartoon books. Their remarkable characteristics are: in picture books, pictures are not explanations of words, but have their own independent values. Excellent childrens picture books are a unique and perfect combination of art, literature and education.【Key Words】 pic

8、ture book reading; ability development; infant learning14I. Introduction1.1What is a picture book?Picture book is a film co-starred by pictures and words. Pictures in picture book are aesthetic and full of emotion; the text is beautiful and full of melody; the story of picture book is novel and full

9、 of fantasy; pictures and words together represent a theme and interweave with each other to form a continuous and complete visual image. As the first book of preschool childrens life, picture books are widely used in kindergartens and families. They are an important form of childrens learning and h

10、ave unique ontological value and educational value for childrens development. Picture book reading, as a kind of early reading, plays an important role in childrens development. The theme of the 1997 International Conference of the World Organization for Preschool Education (OMEP) is Children and Bo

11、oks. It is believed that early reading is the material basis for children to acquire spoken language and use written language. It can improve their reading and writing skills, improve their cultural background, expand their knowledge, and make them in a rich intellectual environment. Develop their i

12、magination and thinking ability to promote the emotional and social development of children.As an important part of basic education, preschool education is the beginning stage of school education and lifelong education, and also the basis of comprehensive development of children. As a very effective

13、 method, story teaching has incomparable advantages over traditional teaching, and it has a very important significance for childrens physical and mental development. In the Guide, there are clear requirements for childrens physical and mental health, language development, society, science and art.

14、Story teaching is applicable to all disciplines and can enable children to learn happily in stories and achieve the established teaching objectives.Listening to stories is a common psychological feature of young children. Story is one of the most popular writing forms for children. Its typical chara

15、cters and vivid plots are of great attraction, full of interest and wonder, and satisfy the curiosity of children. Especially picture-book stories, reflecting the miniature of the world of children, open a very broad imagination space for children with its simple words and rich and colorful pictures

16、, and are a window for children to understand the world. So what role does picture-book stories play in childrens all-round development?1.2Characteristic of picture-book stories1.2.1The picture has integrityThe picture in the picture book is not an illustration, nor is it a picture separated from th

17、e text. The picture itself can express a complete content. Simply speaking, just looking at the picture can also understand the content of the story.1.2.2The Perfect Combination of Picture and WritingChildrens picture books perfect combination of pictures and words, make up for the shortcomings of t

18、he two, and give full play to their advantages. Pictures should first consider how to attract readers directly and quickly, and when expressing words, it is necessary to express pictures precisely and vividly.1.2.3The content is interesting and the theme is philosophical.Both pictures and words are

19、interesting. Children can find their own happiness in such fairy tales or life stories.1.3Characteristics of children aged 3-81.3.1Reading Characteristics of Children Aged 3-4In the process of reading, 3-4-year-old children can point at the characters with their fingers and smile at the same time, b

20、ut the page turning is faster. Some children in a 4-5 page story book can read in less than one minute. Did children understand a book after reading it? We asked about the reading comprehension of the story. For example, the story Crow Drinks Water can be answered by all the children who ask questio

21、ns about the story of a bird (individual children can name the bird crow), the location of the story desert and other general knowledge. But when asked the three questions: What are birds doing?, Why do they do this? and How can I get water?, the children could hardly answer them. Only one child ans

22、wered, The bird wants to drink water. It can be seen that the understanding of stories by children aged 3-4 only stays at the level of knowledge content at the initial level.1.3.2Reading Characteristics of Children Aged 4-5The children of this age group can read pictures with their fingers while exp

23、laining the text and pronouncing words in their mouths (they only know one or two Chinese characters) and finish a story book longer than those of 3-4 years old children, and they are more inclined to choose books with large proportion of words, even if such books, the children aged 4-5 can turn ove

24、r books faster than those of 3-4 years old children. From the question of story reading comprehension, 80% of 4-5-year-olds can retell the main idea of the story at the prompt, but the obvious feature is that the source of the retelling information is mainly pictures. If the meaning of the pictures

25、is not obvious or the space of free imagination is relatively large, the children will also tell the story according to their own ideas, that is, there are differences with the original story content. For example, in a story of Spring Comes, because the first picture is very colorful, mainly golden,

26、 when children retell it, they say Spring Comes, but the original text is to convey the message of Golden Autumn. In addition, children who choose a large proportion of words can hardly retell stories.1.3.3Reading Characteristics of Children Aged 5-8In the process of reading, children aged 5-8 can u

27、nderstand Chinese characters and pictures according to their knowledge, and words play a greater role in reading. Although children can not recognize each of the Chinese characters, more than 80% of the Chinese character recognition enables them to understand the main idea of the story correctly and

28、 anticipate the content of the story. In addition, children aged 5-8 can answer why and how questions and ask questions about things they dont understand.The Effect and Function of Learn Picture Book Story Learning on Children2.1 Picture Book Reading Promotes the Development of Childrens Observation

29、al AbilityObservation is the key for children to enter picture book reading, through observation, to recognize the role in the story; through observation, to understand the psychological activities of the role; through observation, to understand the time, place and environment of the story, to grasp

30、 the plot and development clues; through observation, to discover the details hidden in the picture and the wonderful world difficult to describe in language. Observation is a purposeful, planned and relatively long-lasting perceptual process. A persons observation is trained and trained systematica

31、lly, and gradually becomes a stable and regular personality quality - observation ability, and picture book reading is an important way to cultivate observation ability.A great part of the joy of reading picture books comes from the discovery of meaningful elements of picture information. They do no

32、t purely provide a sense of pleasure, but help children understand the content of the story, which makes picture books different from other forms of visual art. When he saw the title of A Different Bird Crow, a young child immediately pointed at the bird crow and said, It is, it is, because it is co

33、lorful! Therefore, picture book reading helps to improve the purpose of observation, the continuity of observation, the fineness of observation and the generality of observation.Vivid pictures in picture books can trigger childrens active observation, careful observation and in-depth observation. Fo

34、r example, the book Runaway Rabbit mainly consists of two black-and-white pictures and a cross-page color alternation. The former is matched by words, while the latter has no words and dialogue. But it vividly shows the warm feelings of the mother rabbit and the baby rabbit. The words are closely co

35、mbined with the black-and-white pictures. The little rabbit says, If you come after me, I will become a trout in the stream and swim far away, Mom. Say, If you become a trout, I become a fisherman to catch you. Then the color pages immediately vividly showed the mother rabbit fishing for the little

36、fish with radish. Such a combination of pictures and words, deeply attracted the childrens eyes, childrens observation was fully mobilized by such personified display, unconsciously improve the purpose of observation and observation of childrens sustainability.2.2Picture Book Reading Promotes the De

37、velopment of Childrens Language AbilityThe role of picture book reading in the development of language has always been a hot research topic at home and abroad, and it is also the most widely recognized value of picture book reading. Children who like reading and have rich early reading experience ar

38、e significantly better than those who do not like or lack reading experience in terms of vocabulary, fluency, motivation and listening ability. The main manifestations are as follows:2.2.1Higher level of understandingPsychological studies have shown that around the age of 3, children begin to be int

39、erested in stories and can understand them, that is, children can understand the relationship between sentences and sentences, and understand them as a whole. This experience is the basis of reading picture books. Children in the transitional stage from action thinking to concrete image thinking gra

40、dually learn to associate fragmentary language and image and experience a whole wonderful world with the help of pictures. This kind of experience, understanding and imagination are indispensable for children to develop language. The rich experience in this respect is the replacement of their own ex

41、perience and impression in the future. East-West language, and the ability to use it to visualize the basis of expression.2.2.2Richer vocabularyFor people in society, vocabulary is an indispensable part of our daily life. At the same time, vocabulary also plays an important role for children who are

42、 just in the stage of socialization and immature language development. Perhaps, on the way home from his mother, a small class of children often hear such words as Have you had a good time in kindergarten today? or maybe the children will answer, I am very happy today. However, the words happy and h

43、appy may be only abstract things for young children. If we dont use some specific image methods to let children understand these words, they will be difficult to grasp these words, and will not express this emotion well at the right time. In the interaction with children, adults are also more diffic

44、ult to fully child-like way to show this emotion to children. However, picture books can convey messages to children with their images and some simple and vivid words. For example, the picture book Vigorous Soup is a bridge between childrens cognition and vocabulary. Through vivid pictures and expre

45、ssions, children have a preliminary understanding of the meanings of vocabulary expressions such as unsatisfactory, collision, roaring, grinning teeth and so on. At the same time, with the help of words and sometimes exaggerated and imagery pictures, children also have a profound experience of the e

46、xpression of angry mood.2.2.3Language is more fluentIn the process of reading picture books, children will naturally express their views on the content of the picture and discuss with their peers. And in the process of listening, with rich experience and accumulated a lot of material, they can expre

47、ss their views more fluently. I asked many children to tell us stories. Some children who did not like reading answered us, I cant tell because I cant read. Or its very simple: Its a dad. Its great. Zhu Yuxin, who loves reading very much, told me after listening to My dad. Dad, wearing a long nightg

48、own all day and night. Hes not afraid of wolves. He jumps over the moon, eats as much as a horse and swims as flexible as a fish. But Dad loves me very much.2.3Picture Book Reading Promotes the Development of Childrens ImaginationExcellent painting instinct provides infinite imagination space for ch

49、ildren, and the picture books which contain rich imagination of children expand the connotation of the original works and make them more fuller.2.3.1Predict the possibility of the story boldly according to the title or cover.No matter what book, the cover is the first to catch the readers eyes, and

50、before reading, let the children guess the story will arouse the childrens strong desire to read. For example, the cover of the picture book Runaway Rabbit is a pair of mother and child rabbits looking at each other in the grass. When asked the middle-class children to guess what the book might say,

51、 the childrens imagination is very varied: Mother Rabbit is whispering with baby rabbits! They may say that the grass here is delicious! Mother Rabbit must be telling baby not to be careful about wolves! They are not. Who are you waiting for?The childs prediction based on the picture is much beyond

52、my expectation, such a picture should have so much imagination space, although the imagination at this time is endless, but the child can boldly imagine according to his own life experience and the experience of his previous literary works.2.3.2Call on life experience and reasonably suspect imaginat

53、ion.The purpose of using life experience is to cultivate childrens ability of active learning, such as daring to question, guess and predict. At the same time, it can help teachers to understand the actual level of children and their life experience, and lay a solid foundation for better reading pic

54、ture books. When I announced the title of the story, I asked the children to tell me what they wanted to know about it. The childrens questions focused on Why did the rabbit run away? What happened in the process of running away? When I threw the questions back to the children, they were more motiva

55、ted, but because of the limitations of experience, the answers were more concentrated. Yuanyuan said, This should be done. Its a naughty rabbit who always likes to play! Yueyue: Mother let him play the piano, he didnt want to run away! Duoduo: Its sure to meet a big wolf, thanks to the help of mothe

56、r rabbit! This words immediately aroused the resonance of everyone, and everyone rushed to discuss this topic. Cissie:Yes! Maybe Uncle Elephant will come to rescue the rabbit!Yueyue:Little rabbit got into the tree! Holes, wolves cant eat it! Everybody started a heated discussion.2.3.3Migrate all kinds of experience and make rational associations.When a child reads a book, he will not only associate with real life, other literary works, but also imagine himself as a favorite character in this work, which is triggere