数字绘本毕业论文

Read this picture painted a hidden secret everywhere "mysterious", because whether map page and cover or HuanChen, is the organic component in these places, authors have offered a lot for readers artwork. Only guide children from beginning to end, can find many reading picture is often neglected details readers. Read these details, the understanding of text will make further understanding. 1, from the cover story guess. Whatever book, cover is the first view in the eye, and readers to read stories to children before the children can arouse the reading desire. "Guess how much I love you" on the cover of the book is a picture, a XiaoLiang rabbit rabbit caught big rabbit ears, if what he is saying. Teachers can guide the children, guess what they look conversation topics, and the story -- guess how much I love you. 2 and HuanChen had not leak. HuanChen is cover and book a mounts, between the core of the many HuanChen also draw with pictures, but you can never thought they merely on adornment effect of the design and immediately after a while, in fact, not only with the text of the HuanChen story, sometimes enhancing themes. "My dad" in the book of humor, through the child exaggerated fantasy, shaping a laughter let a person's dad image: the daddy day and night, wearing a long pajama, he afraid Wolf, a jump over the moon, can eat like a horse, to swim like a fish flexible... "My dad is HuanChen design on the" my dad "that a small yellowish-brown pajamas locally. The earthworm's diary of HuanChen unexpectedly is earthworm in different periods, that picture is the first day of school oneself, have oneself and family photographs, good friends, and his exam scores and teachers' comments, we seem to see the small earthworms growth record, although not yet started reading stories, but has been these lovely pictures to attract.

浅谈绘本教学中的教师如何追问论文如下：

提问是幼儿教师在教学活动中一项基本的教学行为，是师幼互动的重要方式，是实现有效教学的重要手段。绘本凭借其丰富精美的色彩和构图、饱含趣味的故事情节，吸引幼儿的兴趣，被公认为是二十一世纪幼儿最喜爱的读物，对幼儿的发展具有诸多的影响，需要深入挖掘。

而幼儿正处于身心快速发展时期，需要教师的正确引导与教育，因此教师提问在幼儿园绘本教学中显得尤为重要，高质量的教师提问，不仅能激发幼儿的学习兴趣，帮助幼儿理解故事内容，探寻隐含的线索以丰富故事情节，启发幼儿思维、促进想象力和创新性思维的发展，还有助于教师提升教学能力，实现专业化发展，进一步实现有效教学。

笔者选取延吉市X幼儿园中的10位中班教师，对其开展的绘本教学中的教师提问进行资料收集，共收集到50次活动案例，共计2494个教师提问。通过对资料进行统计整理，分析教师提问的总体情况及不同群体教师提问的差异情况。

得出以下结论：

1、教师提问整体上呈现一种紧密问答的状态，教师提问中存在提问问题类型偏向低层级；提问对象有偏差、忽视个别幼儿；候答时间较短；理答方式单一笼统,缺乏追问的问题，对促进师幼良好互动和幼儿健康发展产生消极影响。

2、教师的学历、专业和教龄对幼儿园中班绘本教学中的教师提问有一定程度的影响。整体来看学历高、专业性强、教龄长的教师在提问各维度表现优于低学历、非学前专业、短教龄的教师，在一小部分维度上不同群体间差异较明显。

3、结合访谈和实际观察情况，发现影响教师提问的因素主要有：教师自身方面在于，教师对提问作用的认识不足、教学经验有待丰富、教师对反思的重视度不够和对幼儿的了解不足；幼儿园方面在于教学资源的短缺、缺乏教研活动指导和相关培训机会少，其中教师自身方面的因素是主要因素。

由此，笔者从教师与幼儿园角度提出改善建议，从教师自身方面提出问题类型要合理分配、提问对象兼顾集体与个别、候答时间做适当调整和理答方式应具体有效的建议。从幼儿园方面提出建立开放式绘本教学资源库、开展有效的园本教研活动和提供多样化的培训学习机会建议。