圖畫書與學(xué)前兒童語言教育（Picture books and language education for preschool children）

1、圖畫書與學(xué)前兒童語言教育（Picture books and language education for preschool children）The picture book and Preschool Language EducationWanglei *(College of humanities, Beijing Normal University Beijing 100875)Abstract picture books as a unique form of reading books, because many have their own characteristics, c

2、an effectively promote the development of preschool childrens language, such as parent-child reading picture books when parents love and warmth will be beneficial to the development of childrens language learning ability; reading picture books plays an important catalytic role in promoting the child

3、ren the language centre of mature; picture book coherence picture can promote the expression of childrens language fluency; picture book provides the basis to facilitate the understanding of the image thinking mainly of preschool children. The picture book has become an important resource and means

4、of preschool language education, it can provide an excellent resource for writing mandarin teaching; can become an important part of teaching resources to retell the story; can cultivate childrens interest in reading.keyword picture books; preschool childrens language development; Preschool Language

5、 EducationFor preschool children, with pictures and text, supplemented by the picture book is the most suitable for their books, each child is the first book of life. Has the important ability, thinking development and psychological talent to promote childrens language expression picture book. In ea

6、rly education, the picture book teaching has become an important teaching resource and means.A picture book: pre-school children belonging to their own booksPicture book (Picture Book) in Japan and Chinas Taiwan called picture book. Definition of a picture book has not been accurate, recognized that

7、 the famous Japanese childrens literature scholar Matsu Nao was defined as a specific form of childrens books. In this book, there is a unique relationship between the text and the map, with its rich representation leap, is only a picture or text are difficult to express the content of the text and

8、pictures with different ways of expressing the same theme. 1 study on the domestic picture book Peng Yi also believes that the picture book is a full account of the story by pictures and words, said the abstract, it is a kind of art through the two media pictures and text on two different levels of

9、interaction and competition to tell a story. 2 in the picture book, pictures are no longer the dependency of words, but the book of life, can even see a word not without words.Thus, the elements of the picture book at least includes the following two aspects: first, the picture is the main media nar

10、rative picture book. Decorative illustration picture in picture books are not meaningless, these lines, shape, color, painting, style characteristic of a merged picture works, to stimulate peoples interest in reading and appreciation of art at the same time, more important is to complete the narrati

11、ve function. That is to say, in picture books, picture and text is not supplement or embellishment, but the main medium of expression; secondly, picture in picture books must have continuity. Both the transverse composition, or side or overlooking the picture composition, picture composition, pictur

12、e description must be based on the need to schedule, showing sequence, continuity and logic, he let a read preschool children can read a picture book.Two, the picture books and childrens languageDomestic and foreign research shows that one of the biggest value of picture book reading is to promote t

13、he rapid development of childrens language. English reading research BookStart Data Research Center released in 2005 showed that the 1 - 3 year old infant language acquisition opportunities with nearly 50% in picture books reading. Children in the process of language learning, parents love and warmt

14、h will directly affect their language learning ability development. If in the process of learning, children and parents to communicate, and good communication, it will stimulate the children to express and talk to desire, and the accumulation of rich experience of language development, ultimately co

15、ntribute to childrens language. Reading picture books is one of the most important ways of parent-child reading. In the arms of the warmth of the parents, childrens spirit to obtain maximum relaxation, and tells parents to childrens body temperature to listen and say a great opportunity, so as to co

16、ntribute to the development of language. The development of preschool childrens language function of the language centre of the brain depends on the mature,While the external stimulation to promote childrens Language Center mature plays an important catalytic role, especially to strengthen the acqui

17、red language training, can optimize the external stimulus. Preschool childrens language training must be based on the psychological and physiological development law of childrens own research shows that, for reading bedtime, can enhance their memory ability, strengthen their language learning. The p

18、icture book is the best choice for childrens bedtime reading, because of its vivid images, vivid color, concise and interesting content, contribute to the pleasure of preschool children emotional mobilization. In their unconscious attention and unconscious memory advantage, and more easily affected

19、by environment condition, mood will reduce the amount of forgetting enjoyable reading picture books, enhance memory fastness, on the short term memory to long term memory has a role in promoting, in order to explore the potential of childrens memory is conducive to language learning ability to impro

20、ve.In the pre-school stage, the specific image thinking is the main form of thinking of children during this period, the characterization is the main tool of specific representation. Vivid picture, picture book of the colorful, distinctive modelling, which provide the basis for understanding as to t

21、he thinking in image based preschool children. At the same time, the picture book in the figure is different from the general illustration, has the ideographic function, the picture itself is narrative media, content and theme can be expressed in picture books. Therefore, children can rely on specif

22、ic ideographic image of the picture presented by the contact, hear the text in the picture book, connect the 00 pieces of language and image, (composition) of a whole wonderful world, this kind of experience, understanding and imagination are essential to language development of children. Rich exper

23、ience in this area is the young days after the experience and impression of their replacement into language this objective existence, basic and applied it to the image expression. 3Three, picture book: a new resource for Preschool Language EducationInvestigation of Preschool Language Education in re

24、cent years in European and American countries, picture book teaching is becoming the new teaching resources and means, the children in language education in this, the author mainly from the three aspects of picture books can become new activities in kindergarten language education resources.(a) the

25、picture book provides excellent resources for the teaching of Mandarin wordsTo develop childrens right to speak Mandarin is one of the important tasks of preschool language education. Mandarin is the Beijing dialect as the standard, northern dialect as its basic language to classic modern colloquial

26、 grammar. Psychological research shows that early learning is the most important period of learning of childrens speech, children over 4 years old can grasp all the voice of the nation, of which 3-4 years old is the most rapid period of development of speech, speech development showed a trend of exp

27、ansion, that is to say, children can never be voice gradually clear to speech syllables. Master more and more. After 4 years of age, childrens voice gradually forming, would like to learn different speech will be difficult. Therefore, before the age of 4 years is an important period in Chinese langu

28、age teaching. But according to the law of development before the age of 4 Putonghua teaching required language materials must comply with childrens psychological physiology, the language must be simple and clear. 4 for preschool childrens picture book creation in the text relative to other childrens

29、 literature, this shows a strong advantage, the language is simple, can provide excellent teaching script for children learning mandarin. Such as Japan picture books for a change tells the story of a chicken and a variety of small animal exchange voice story, in a strange and funny voice exchange, c

30、hildren can hear the teacher tells the story of a different animal sounds, so as to master the correct pronunciation of the children: provide a pleasant original experience.(two) the picture book can become an important part of teaching resources to retell the story ofRetell the story is a main form

31、 of story teaching. Teachers in the number of children to tell the story, ask the children in the understanding of the content of the story based on the original story by retelling or in story retelling. Children can enhance understanding and memory by retelling of the story, so as to promote the de

32、velopment of childrens language, thinking and memory. Research shows that children in the process of language learning, is crucial to encourage adults,If the adult for children to learn language difficult to show dissatisfaction, affecting childrens intention of speaking will also let children expre

33、ss to others is not interested in listening to interrupt communication, seriously affect the development of childrens language. Retell the story in the teaching of the choice of the story which is very heavyTo, if the children do not understand the story, the plot text jerky and difficult, too compl

34、icated, so the children in retelling the story will be difficult, thus affecting the expression of language. If the teacher did not realize that it is because the story is too difficult, and the expression of children is not fluent due to childrens self language learning ability is slow, will bring

35、great pressure to the childrens psychological impact, desires and needs of childrens language expression. Choose to retell the story in the teaching of the story must have the following characteristics: less characters, the plot is simple and fun, simple structure with short sentences, a sentence or

36、 a sentence repetition of grammatical structure. The creation of picture books for pre-school children mostly have these features, the famous Japanese painters classic childrens picture book crocodile dentist as an example to be analyzed. Tells the story of a long tooth crocodile is afraid of the de

37、ntist, dentists also afraid to see the interesting story of crocodiles. In just thirty pages of text in the story, with a spread of about two almost every picture is this is carefully designed as like as two peas. Author. For example, Tenth - 11 pages, the left picture is the crocodile looked at the

38、 dentists chair, timidly: I want to have to do, the right picture on the chair beside the dentist half opened eyes, fear muttered: I must go. In the end after the tooth, the crocodile bent down to the dentistThanks: Thank you! See you next year. The right picture of the dentist also bend back Xie Da

39、o: thank you! See you next year! in the same sentence two different roles to repeat them in different tone, to listen to the story of the children not only provides a very interesting reading experience, and allow them to quickly understand the story, a story retelling the content, exercise their la

40、nguage skills.(three) the picture book reading helps to cultivate childrens interest in readingEarly reading is one of the important tasks of preschool language education at present, cultivate childrens interest in reading is to let the children early reading foundation. Picture book reading is an i

41、mportant weapon to help pre-school children love reading. The first is the use of picture books to describe the picture, shape rich, bright colors, it is easy to produce pleasing and enjoyable experience for children. If the story is interesting, children will find: the original book is so funny, so

42、 the original reading is a kind of happiness. In the process they will gradually find the picture book is the happy experience of reading a funny picture book is the source of knowledge. With this understanding, they will slowly start to expand their reading methods and types, so as to improve their

43、 reading ability in strong interest in reading, to lay a good foundation for later learning. Such as if you take a mouse to is a suitable class of reading picture books in kindergarten. When a boy met a cute little mouse wearing blue jeans, just give it a biscuit to eat, who know the wonderful story

44、 begins on the endless - mouse cookies, you should drink milk; to milk, will have to Straw; Straw napkin. Finally, the boy cant stand entangled this little mouse, it was time to this and that torture to tired and fell asleep, while the mice found that he was hungry, so it will eat cookies!. Start a cookie is a story, and in t