casino lugano eintritt:casino,lugano,eintritt,Abstrac:Mr [Abstract] The composition of the picture book has emerged in the teaching of the idiom composition of the present, and is well received by the teachers and students. The picture book as a work material can stimulate students' writing in

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Mr

[Abstract] The composition of the picture book has emerged in the teaching of the idiom composition of the present, and is well received by the teachers and students.

The picture book as a work material can stimulate students' writing interest and play a great role in promoting students' observation ability, imagination, creativity and aesthetic taste. However, the essence of the picture book also determines its limited content. The value of the teaching.

When we choose to draw a picture book for teaching, we must pay attention to the academic situation and adopt appropriate teaching strategies to pursue the effectiveness and efficiency of the classroom. [Keywords] picture book; positioning; principle; strategy picture composition in the current small language composition teaching, a sudden rise, welcomed by the majority of teachers and students.

In some large-scale public exhibitions, the teaching of picture books has emerged as a stand-out, and it is very eye-catching. However, I have reviewed the picture book mastering classes of many famous teachers. The author also found some problems. First, focus on the famous teacher classroom case one: Tang Wei 'crocodile fell in love with the giraffe' teacher: For several days, the crocodile is always restless, overwhelmed, sometimes he is shivering cold, sometimes he is too dizzy, there are He felt very unhappy at the time, sometimes he was happy and wanted to embrace the world.

I feel that everything is so beautiful.

It is obvious that the crocodile is in love.

Who is he in love with? Look, she is coming, guess, who might she be? Health: Nine-headed birds: Little girl students: May be Miss Crocodile.

............ Teacher: (Reading a picture book) When someone is in love, this little problem happens almost, not to mention, the crocodile falls in love with a giraffe.

Giraffes are very, very tall, this is not a problem.

The problem is that when the crocodile wants to give the giraffe a sweetest smile, she can't see it at all.

What will Mr. Crocodile do? Please read by a classmate.

Life: (reading the picture book) I should be a little taller, the crocodile thought, if I step on the stilts, he must see me.

Unfortunately, the giraffe passed by bicycle on the day and did not see the sweetest smile of the crocodile.

Teacher: The result is counterproductive.

Do crocodiles give up? (The teacher and student cooperated with Mr. Crocodile’s second attempt, and the second time still failed.

) Teacher: This is the ups and downs of fairy tales, full of fun.

Why can the author write such a fun plot? Health: The author played his imagination.

Teacher: You are right.

I believe that as long as the students fly their imagination, you can write such a fun and interesting plot.

There are just two episodes of the aftertaste. Mr. Crocodile is daring to imagine first, then bravely try, but the result is counterproductive. The first episode is very similar to the second episode.

With the first and second time, guess what method does Mr. Crocodile use to send the sweetest smile? Ask the students to expand the wings of their imagination and use the pen in their hands to create the plot behind them.

Case 2: He Jie, 'My Lucky Day' Teacher: The story of the picture book we read today is titled 'My Lucky Day.'

Who is this 'I' referring to? Ask the children to observe the cover characters and make their own judgments. There must be a reason! Health: I think it is a fox.

There is a pig in front of the fox. His eyes are fixed on the pig and his mouth is open. It seems to be saying, 'I want to eat you, pig!' Health: I think it is a lucky day for the pig. .

The pig is smaller than the fox, but he looks at the fox, smiles, and there is no fear at all. One foot is lifted up and seems to be dancing! Teacher: Whose lucky day is that day? With a guess, go to the story and find the answer.

The book is written like this (presenting the text): One day, a hungry fox is preparing to go out for lunch, and when he is practicing his claws, suddenly there is a knock on the door. 'Hey, bunny!' someone shouted outside the door: 'Are you at home?' Rabbit? The fox thought: If there is any rabbit here, I have already treated him for breakfast. Teacher: Who is that outside the door? The fox stood up, pushed the door open, and saw it - it turned out to be a pig. Will the fox let go of the pig? (Students have said 'No.') Teacher: Oh, what can I do? If you are a pig, is there any good way to escape? (Student some said that I would say good things to ask the fox to let me go, some said that I would try to delay the time, and some said that I would say that as long as he does not eat me, I will take him to the home of many small animals.) : The pig runs safely home, are you happy? Health (Qi): Happy. Teacher: I am also happy for the pig. Look at the piglet coming home, what are you doing? The last two pages are not equipped with text, please ask the children to look at the picture carefully, talk to each other and say, add text to the picture, ok? When I first walked into such two classes, I felt that it was wonderful. The students were active and active, and the teachers were fascinated. Why is there such an effect? As everyone knows, in general, children are most afraid of writing, and most hate writing, why? Mr. Ye Shengtao said: 'It is one thing to write an article and talk. Use your mouth to talk and talk, and use a pen to talk and write an article.' Can students not speak? Of course not. Just when the teacher dropped a essay theme, the students had nothing to say because they didn't have the usual intention to observe and accumulate. There was nothing to write and ruthless. The picture book adaptation solves the problem of the child's 'no rice bowl'. The picture book itself has a strong appeal to the children: the picture of the picture book is exaggerated and cute, full of childlike fun; the text of the picture book is simple and humorous, and the meaning is still unfinished, leaving the children with rich imagination; the plots displayed in the picture book are vivid and vivid. ,fascinating. In the process of reading the picture book, the children will naturally be attracted by the plots and exaggerated and interesting pictures. On this basis, the teacher's timely dialing and ingenious guidance can easily arouse the children's resonance, provoke the children to express their impulses strongly, so that the children are unknowingly brought into it. Not only students, but even the teachers of the class will be attracted by the whimsy of the author. While curious about the beautiful imagination, while looking forward to the author to reveal the answer, the classroom will naturally involuntarily follow the footsteps of the picture book and the teacher. Farther away, forget the way back. Second, the positioning of the picture book, but this class is really effective teaching? Before answering this question, it is necessary for us to have a clear understanding of 'what is a 'picture book'.' A picture book, also known as a 'picture book,' refers to a publication that is published in the form of both graphic and text. The picture is the main bearing of the subject of the book expression, and the text is a supplementary explanation. Children's picture books are favored by the small language community with their rich pictures and vivid and interesting storylines. They are introduced into the classroom and regarded as “classic”. The picture book as a work material can stimulate students' writing interest and play a great role in promoting students' observation ability, imagination, creativity and aesthetic taste. However, the essence of picture book also determines its limited teaching value. . A closer look, the current picture book teaching is actually more to stimulate the interest of children's work, to arouse the enthusiasm of students, the classroom is just wearing a hat called 'work', in fact, the speculative reading of the picture book or Spontaneous reading. Is the goal of the teaching of teaching only to be biased in the emotional stimulation of the practice? How to examine questions, ideas, materials, materials, and writing, why are these key task problems in the picture book teaching? It is obvious that the picture book cannot accomplish all the missions for the teaching of conventional exercises. The picture book class with the main teaching goal of excitement can only be used as a supplement to the teaching of the work and a media expansion of the actual writing teaching. There is no way to cover it. Reading and writing are inseparable, but they are also systematic and have their own missions. The author believes that the paintings need to be treated rationally and cautiously. Perry Nordman, a representative of the theoretical study of picture books, pointed out that the picture book is actually a children's book. The so-called children of Nordmann point to the students in the first semester of elementary school. According to Piaget's children's cognitive development law, the primary school students in this section are in the stage of intuitive thinking, and the image thinking is the thinking characteristic of students at this stage. Children need to rely on developed image thinking to perceive the world. The picture book is in line with the law of cognition and development of the students in the lower primary school. It is beyond reproach that the teacher adopts the teaching strategy and teaching mode suitable for the law of physical and mental development of the students in the school. However, for high school students in the middle school, the picture book is out of place. In the middle age, the students' thinking will gradually shift from image thinking to abstract thinking, and finally take the abstract thinking as the leading factor. At this time, the intuitive picture is still the main carrier of the teaching, which obviously cannot meet the development needs of students at this stage. The excitement in the classroom is more of a superficial excitement. Cold view of the above two picture book teaching cases, teachers only use the picture book situation to do some fragmented fill-in-the-blank writing training, which belongs to writing or sentence group writing, which is quite different from the writing training requirements of middle-aged students who should enter the paragraph; In the classroom, students only present their past studies. Teachers and students are still “in situ” at the inherent level – teachers do not purposely collect valuable resources of different levels of thinking and present them to students. Information is judged, selected, and reorganized to achieve parallel presentation, thereby achieving a higher level of 'interaction' at a higher level of thinking and promoting student development. It can be seen that the current picture book assignments are unable to meet the growth needs of students in various sections. Perry Nordman once said: 'The picture book is a serious art.' The picture book needs to be rationally understood; the picture book teaching needs to be carried out cautiously. After listening to the picture book class many times and studying many academic papers about the picture book, the author believes that the effective picture book class should first follow two basic principles: (1) The choice of picture book should conform to the picture book as a kind of picture and text. The style of children's literature, its visibility, jumping, exaggeration, and clarity determine the irreplaceable position of the picture book in the children's books. In the lower years, writing as the predecessor of the work, faced a group of students with low literacy, simple life experience and weak emotional comprehension. Use the children's favorite picture books as a guide stone, and stimulate students' interest in writing through various ways such as filling, continuation, and hanging. Let the children have something to choose from, and have words to write, so as to create a book based on reading. This fertile field is indeed a way to achieve a win-win situation in reading and writing. But these characteristics of the picture book also determine the value of its limited teaching teaching. According to Piaget's law of children's cognitive development, the picture book works exactly the same as the students' cognition and development rules in the first semester of primary school. For the middle school students in the middle school, the picture book is out of place. As for the reason, it has been discussed in detail above and will not be described here. (2) The picture book must have a picture of the key picture book exaggerated and cute. The text of the picture book is simple and humorous, and the meaning is still unfinished. The plot displayed in the picture book is also twisty and vivid and fascinating. In the process of reading the picture book, the children will naturally be attracted by the plots and exaggerated and interesting pictures. On this basis, the teacher's timely dialing and ingenious guidance can easily arouse the children's resonance, provoke the children to express their impulses strongly, so that the children are unknowingly brought into it. But the excitement of the classroom is not what we are pursuing. In the classroom, the students are promoted. It is the most important thing to pick the apple that can jump. How to examine questions, ideas, materials, materials, and writing, these key task problems should also be presented in the picture book teaching, or we should do 'one lesson.' Second, the new curriculum standards have different essay requirements for each student. The main objective of the first semester is to stimulate children's interest in writing and encourage them to write what they want to say. The requirements of the second semester's work are obviously improved. First, students are required to pay attention to the surrounding things, and they are willing to express in writing to enhance the self-confidence of the work. Secondly, you can write your own opinions, feelings and imaginations informally, and pay attention to writing what you think is new and interesting, or the most impressive and most touching. Again, try to use the language materials you have accumulated in your work, especially the words that are fresh. The picture book has no problem in achieving the goal of the first semester. However, in order to achieve the goal of the second semester, it is necessary to take good care of the teaching design of the picture book. Teaching design should not only design the difficult and difficult points of this teaching, but also highlight the ways to break through the difficulties. It must not stay in the imitation and use of sporadic words or chaotic sentences. Third, the strategy of picture book management Throughout the current picture book teaching, the main four strategies are presented: 1. Sentence imitation. The picture book is often very concise in the expression of words, the same sentence pattern, interesting language, rich meaning, is a good medium for students to learn sentence patterns and acquire language. For example, Anthony Brown's picture book 'My Dad' has three main sentences: 'My father can...' 'My father eats (swim) like...' 'My father is...' In the eyes of the child, Dad’s character, hobbies, specialties and other images are vividly displayed. Another example is the American picture book writer Bill Martin, 'Brown bear, brown bear, what are you looking at', the whole sentence is two sentences: brown bear, brown bear, what are you looking at? I saw a red bird looking at me. Red bird, red bird, what are you looking at? I saw a yellow duck looking at me. A picture book like this is more suitable for children in the lower grades to practice sentences. 2. Observe the filler. Most of the picture books are rich and vivid, while the text is simple and straightforward. There is a lot of space between the picture and the text that is worth filling and abundance. We can guide the child to a detailed description of the picture, or imagine the wonderful behind the picture. For example, Japan’s Matsuoka·Daying’s picture book “Being a friend” is about the little snake who wants to play with everyone, but everyone hates him. He is very sad and always wonders: How can I be friends with everyone? He had a chance to try and say hello to everyone. So, the snake came to Xiaoyan, came to the little frog, came to the little mouse, the bird, the children, but when everyone saw him, they shouted and ran away. The words in the story that describe the scaryness of small animals are only the words 'wow', 'yeah' and 'worry', but the pictures are different and wonderful. For example, Xiao Yan, some scared to open their mouths, some scared their eyes to round, some turned around and ran, and some directly fainted. These places allow the child to make a whitening through observation, both to exercise the child's observation ability, and to cultivate the child's awareness of filler. 3, imagine sequel. The sequel is a common way of drawing a book. The students inserted the wings of imagination, boldly continued to compile and construct their own stories, and extended the story and meaning of the concentrated and concise picture books into a richer and more colorful picture. For example, Huss's 'Hey, Little Ant', the story is about a child who inadvertently saw a small ant moving home with bread crumbs while playing, in the sharp contrast between the small ant and the child. The two have a conversation, the child has to step on the flat ant, the little ant is pleading for mercy, and finally the little ant lets the child change his mind: If I am you, you are me, what do you want me to do? The author did not give an answer at the end of the story, but asked: What do you think children will do? A picture book like this is very suitable for children to follow their own temperament and the feeling of reading at that time, put yourself in the shoes and think about it. 4, the story is created. When students' reading accumulation is gradually enriched, they will have the desire and impulse to create. Some picture books provide a form of structure for students to freely create and copy, and there is room for free play. At this time, we should encourage students to create. The story can be changed from forest to desert, from big river to high mountain. It can also be a batch of characters, from bunny, monkey to zebra, giraffe and even crab, turtle, from bird to beast, etc. A kind of intention, from respecting the old and loving the old to helping each other, from unity and cooperation to wit and courage; of course, it can also be a complete subversion of scenes, roles, and intentions, but only maintain similarity in the written structure. Each kind of transformation is a new creation for the students, which needs to be considered in detail and carefully considered. For example, Eric Batu of France, 'Different Little Peas', from the topic we can read that this is a maverick, unconventional small bean, how does it pursue its own uniqueness? It first inserted the feathers of the peacock, then painted the stripes of the tiger, and finally made an elephant's nose, so that it was special enough. There are many aspects that can be created in this story. For example, the same is the pursuit of uniqueness. What do you think of Xiaodoudou? Who do you think is like a small beanie like to be unconventional? Are you a different little beanie? From the scenes, characters, and ideas, this story can be meaningfully created. All in all, the picture book is an excellent literary form and a novel medium of learning. It deserves our attention, promotion and excavation. However, letting the picture book enter the classroom for the work of the class requires us to treat it carefully and grasp the measure and strategy. [References] [1] Wang Minyong. Picture Book: Let the low-level writing from nothing [J]. Modern Reading. Period [2] Sun Mingli. Picture Book Composition: The Wisdom Appeal of Children's Work [J]. Basic Education Research. [3] Zhu Ping. Picture composition teaching and children's development [J]. Jiangsu Education Research. [4] Ma Xiaobin. Picture Book to make the training of the study so beautiful [J]. China's off-campus education and curriculum exploration. [5] Huang Haiyan. From Open the low-level writing door in the story of the picture book [J]. Western quality education.


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