Lin Weng
ABSTRACT
Picture books can provide a lot of materials for teaching in the five major domains. Teachers can find the teaching elements in each domain according to the characteristics of picture books, and combine picture books with teaching activities in the five domains. It plays an important role in improving teachers' teaching level, improving kindergarten education in five domains and promoting children's physical and mental health in an all-round way.
- W. Xiaofei, “The Application of Picture Books in Kindergarten Activities, in Journal of Shaanxi Xueqian Normal University,” vol. 32, No. 10, 2016, pp.52–55.Google Scholar
- L. Yan, “Practice teaching in kindergarten picture book Multivariate Educational Resources Exploitation,” master, Hangzhou Normal University, Hangzhou, 2015.Google Scholar
- C. Linli, “Practical research on the development and utilization of multiple educational resources in kindergarten picture book teaching,” master, Shanxi Normal University, Shanxi, 2010.Google Scholar
- Z. Xinxin,“Research on the combination of five domains with picture book teaching,” in Way of Success, No. 14, 2017, pp. 33–34.Google Scholar
- Z. Jin, “Teaching activities in five domains of children's picture books integration,” in Learning Weekly, No. 36, 2019, pp. 189.Google Scholar
- D. Fang, “Analysis of Teachers' Effective Questioning Strategies in Kindergarten Story Teaching Activities,” in Journal of Dianxi Science and Technology Normal University, No. 02, 2017, pp. 130–134.Google Scholar
- Z. Xiaomei, “Research on the Design Strategy of Kindergarten Story Teaching Activities from the Perspective of Embodied Cognition Theory,” master, Xinyang Normal University, Henan, 2017.Google Scholar
- C. Yuqing, “On the Integration of Education in Various Fields with Picture Books as the Carrier,” in A School Friend of English, No. 10, 2014, pp. 237–238.Google Scholar
- C. Xiaoli, “Research on the Importance of Story Teaching in Preschool Education,” in Learning Weekly, No. 04, 2017, pp. 201–202.Google Scholar
- Ministry of Education of the People's Republic of China, “The Guide in Learning and Development for Children at 3-6,” 2012.Google Scholar
- Research in the Use of Picture Books in Educational Activities in Five Domains of Early Childhood Education
Recommendations
The influence of TPACK contextual factors on early childhood educators' tablet computer use
Tablet computers are increasingly becoming commonplace in classrooms around the world. More than half of early childhood educators in the U.S. now have access to tablets, making it imperative to understand how they are using the device and what ...
Appropriation, mastery and resistance to technology in early childhood preservice teacher education: case studies
CRPIT '03: Proceedings of the international federation for information processing working group 3.5 open conference on Young children and learning technologies - Volume 34This report describes how early childhood preservice teachers appropriate, master, and/or resist learning to use technology in teaching. The data collected were part of a three-year study of an entire teacher education program supported by the National ...
Comments