For a long time, there has been a tendency in kindergarten to guide children to read picture books, that is, in the process of guiding children to read, they pay too much attention to the description of words and don't understand children's psychology, which leads to children's inability to understand stories and promote their physical and mental development. Picture books tell a complete story with pictures and words, which is an ensemble of pictures and texts. Pictures are no longer the vassals of words, but the life of books, and you can even see a wordless book without a word. A good picture book can make an illiterate child understand the main idea just by looking at the pictures. This is in line with the characteristics of children's thinking. Children's thinking in the pre-operation stage depends on concrete images, and their imagination must be supported by concrete figures and symbols. How can teachers effectively guide children to read picture books? I think it can be carried out from the following three aspects in combination with children's reading characteristics: guiding children to learn to observe and understand books is an important content of reading learning and an important way to improve and consolidate reading interest. The most important thing is the ability to read pictures, including distinguishing roles, analyzing pictures and meanings, and connecting before and after. Among them, the characters in picture books are the most important observation objects. Guiding children to observe the main images first will help them understand the plot and theme of the picture book and will not deviate from the theme of the story. In addition, it is necessary to guide children to observe picture books coherently, that is, to guide children to read a picture book from beginning to end, including cover, ring lining, title page, text and back cover. A picture book usually has dozens of pages, and these pictures are connected one by one to tell a story. Coherent observation can help children understand the main content of the story without ignoring the plot. Second, it is entirely up to the imagination of readers to guide children to develop their imagination and explore a rich and gorgeous world from a book, or to extract only limited knowledge. The process of children reading picture books is a process of constantly improving their intentional imagination, that is, reading the information provided by words and pictures in their minds and consciously reproducing the story situation. When kindergarten teachers tell stories to children, they will find that some children listen to stories very attentively; Some children look out of the window for a while, play with the children next door for a while, and are not listening at all; Some children are very attentive at first, but they are unconsciously attracted to other things in the middle of hearing it. Why do children react differently to the same story? That's because some children have rich imagination and can turn the whole story into a clear picture in their minds and perform it in their minds. Rich imagination is not a gift, but acquired through direct or indirect experience. The more experience, the richer the imagination. When children's imagination is not developed enough, picture books can make up for it. Teachers can guide children to imagine the content of the picture, and according to a plot or a fragment in the picture, guide children to contact things in life and expand their life experience. Third, guide children to express and communicate. Teachers can choose some picture books with few characters, simple and interesting plots, concise and short sentence structures, the same sentences or the same grammatical structure for children to repeat. Of course, the teacher's encouragement is very important in this process. We must not show dissatisfaction with children's difficulties in learning a language, which will affect their willingness to speak and thus interrupt communication. We should create suitable situations according to different picture books and guide children to express and communicate with teachers and other children.