The narrative order of picture books is usually chronological order, spatial order, logic and so on. The order of children's songs and prose poems is usually not obvious, and the order of stories and popular science works is generally obvious. For example, in order to make a picture book "I Help My Mother Do the Housework", the teacher asked the children to help her mother do the housework once a day. A week later, according to the narrative order of "Monday, I help my mother ... Tuesday, I help my mother ...", I told the housework I had done. Teachers can also guide children to say "I helped my mother do a lot of housework, the easiest thing is ... the hardest thing is ... the hardest thing is ..." in the logical order of "from easy to difficult".
Teachers can use oral language, maps, charts and other tips to help children organize materials and sort out the narrative order. For children in small classes, teachers can use spoken English or maps to guide them, while for children in middle classes and large classes, they can provide appropriate auxiliary tools such as charts to guide them. For example, in the sequel to the book "Sharing Reading", the teacher first asked the children to discuss "the possible experience of the little snake after leaving". After the free discussion, the teacher showed the children a chart with clear clues, including "Where did you go", "What did you see", "Who did you meet" and "What did you bring back" as a support to further guide the children to sort out their thoughts and make more complicated oral narratives.
(D) Help children create "exciting opening page" or "unexpected ending page"
Setting suspense or unexpected ending can effectively improve the vividness and readability of self-made picture books. On the basis of respecting children's creation, teachers can appropriately help children optimize the structure of picture books and create a "gripping" beginning and an "unexpected" ending. In the process of making the picture book The Sound, children expressed different feelings about the sound, such as "I heard an emergency horn, which seemed to urge me to hurry up" and "I heard a loud gong and drum, which seemed to be …", but it was basically impossible to summarize or summarize. At this point, teachers can guide children to think deeply and help them add words such as "sound is magical, it can not only express emotions, but also convey information" as the opening or closing page.
Third, graphic creation.
"Graphic creation" refers to presenting the content of creation on paper in the form of pictures and texts. The focus of graphic creation is not whether the picture is exquisite, but whether the theme can be interpreted with appropriate graphics and texts. If it looks beautiful, but there are traces of adults everywhere, such as some teachers drawing details for children, or letting children copy after drawing a draft with a pencil, it will violate the purpose of the self-made picture book activity.
(a) to encourage children to use a variety of artistic expressions.
Children's self-made picture books can take many forms of artistic expression, such as painting, clip art and so on. Teachers can prepare pigments, paper, waste pictorial, photos, leaves, cloth and other materials. And encourage children to choose appropriate artistic expressions according to their own preferences and the theme of picture books.