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A Study on the Strategy of Playing Game in the Teaching of Picture Books in the Preschools

2026-10-25 00:50
2026-10-25 03:30

There were several aspects to the kindergarten's game-based teaching strategy: * * 1. Strategy to integrate picture books and role-playing games ** 1. * * Character selection and arrangement ** - Based on the strong story, diverse characters, and content contained in the picture book, he chose the appropriate picture book to play the role-playing game. Different stories should be chosen according to the age of the children to stimulate their curiosity. - For example, in the performance of "Fat Pig Caught a Cold," different children were arranged to play the roles of fat pig, bird, squirrel, etc., so that the children could clearly understand their own identities, and then experience the changes in the story plot and characters, cultivating moral intelligence, understanding ability, and imagination. 2. * * Teacher preparation ** - Teachers needed to prepare materials related to role-playing games in advance, such as character decorations, performance tools, etc., and pay attention to the creation of role-playing environments. - For example, using the kindergarten performance stage to build a scene that matched the storyline, so that children could better enter the story, use body language to express the character image, and interpret the story through personal emotional actions. Moreover, children with strong language skills could be arranged to play the lead role to guide other children to actively express themselves and improve their overall language skills. * * 2. Strategy to integrate picture books and regional games ** 1. * * Picture book selection and content enhancement ** - It was necessary to screen the picture books reasonably, choose the more practical picture books, strengthen the content of the picture books, let the children understand the story content of the picture books first, then carry out regional games according to the story, and organize the hands-on operation scenes. - For example, in the "Mom, Buy Mung Bean" picture book, parents could be invited to cooperate. Parents could lead their children to the market to buy mung beans, and then they could make mung bean soup or other food according to the teacher's instructions. In this process, the parents actively participated and the children cooperated. In the parent-child experience and operation, they were familiar with the content of the story, learned how to make food, and experienced the difficulties of food production and the parents. They realized the combination of regional games and family activities, and influenced the children's thoughts and behaviors. 2. * * Considering age factor ** - Preschoolers should choose suitable picture book content according to different age stages to enhance children's interest and enthusiasm to participate in regional games. * * 3. Strategy for the Integration of Picture Books and Parent-Child Games ** - In the teaching of picture books, parents were encouraged to read and play with their children, so as to bring the parent-child relationship closer, let the children feel the joy of cooperation, and improve the accumulation of knowledge and the cultivation of emotional values. * * 4. Strategy for the application of multi-media technology ** 1. * * Creating a multi-media class ** - In the information age, teachers could make use of new media technologies such as live broadcast, AR, and 3D to create multi-media picture book teaching coursewares that integrated interaction and gameplay. - For example, the story of the picture book could be made into an animation and added with sound effects to set off the atmosphere. For example, the story of "Stone Pig" could make static pictures into small animations. When the pig was hit by a stone and turned into a stone pig, the animation could stimulate the child's surprise, and then stimulate reading interest and desire to express, so that the child could enjoy reading while interacting with the multi-media class and mobilize the enthusiasm of language expression. * * 5. Strategy of creating a gamified language environment ** 1. * * Teacher's explanation method ** - Whether it was in the picture book teaching or in the usual storytelling, the teacher had to tell the story according to the story characters with emotion and vividly. He could also use body language to make a game of narration, such as using different voices and movements to express the image of a squeaky fox, a heavy lion, etc., to bring the child into the story situation. - This method was especially effective for small children who were easily distracted. It could make them gradually like listening to stories and learn to talk and play. * * 6. Strategy for utilizing the environment in the corner ** 1. * * Create a performance area ** - After teaching the story of the picture book, the teacher could create a corresponding performance area for the story of the picture book, provide the character's headwear, clothing or representative objects, open space and sound equipment, and encourage the children to perform the story of the picture book. - For example, the game area provided green onesie, cartoon fruit clothes, leaves, cardboard boxes, and other game props for the "Hungry Caterpillars" that small children liked. Children were encouraged to create different caterpillar stories. This strategy could be used as an extension of teaching activities to help children with weak abilities understand the content of the story and stimulate interest. It also provided opportunities for children with excellent language skills to perform and promote the development of children's peer cooperation and social interaction. * * 7. Strategy to integrate music into games ** - When teaching picture books, music games should be incorporated according to the content of the picture books to avoid the fatigue caused by simple pictures and make the reading of picture books more interesting. Read more exciting novels for free

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