1, the choice of works, considering the topics of interest to children who are close to their lives. ?

2, making PPT, with just the right background sound, rendering emotions. Creating a reading situation with good audio-visual effect is conducive to children's more realistic emotional experience. ?

3. Create a reading scene that focuses on emotional experience. Adding some links in reading activities can arouse children's happy emotions and feelings, let children better understand the connotation of the story and experience the feelings of the story, thus optimizing the quality of reading activities.

5. Borrow the plot of the picture book and teach in the scene. Children's experience in activities not only deepens their understanding of the theme of literary works, but also enhances their perception of mathematical logic knowledge. This kind of teaching expands the educational space of picture books and enhances the educational value of picture books.

Teaching content of picture books:

Picture books are children's books which are interwoven with colorful and exaggerated pictures and a few simple sentences, telling a story and expressing specific emotions and themes. In recent years, picture books have attracted more and more attention from teachers and parents because of their characteristics according to children's age, psychological characteristics and needs at different stages.

Using picture books to carry out early reading activities is conducive to cultivating children's reading interest and good reading habits, enriching children's emotions and reading experience, and laying a good foundation for children's lifelong learning. Both teachers and parents have many unscientific problems in the use and purchase of picture books.

For example, some teachers do not pay enough attention to the physical and mental characteristics and cognitive differences of children of different ages when choosing picture books in reading teaching activities, some teachers do not pay enough attention to children's interest and cognitive needs for picture books, some teachers do not have a strong sense of creative "processing" when using picture books, and some teachers regard picture book reading activities as "speaking from pictures" and ignore the true connotation of picture books.