为了能够更好地展现课程特色，促进教师绘本教学能力的提高，宋幼于4月11日开展了绘本阅读的教研活动。本周进行教研的分别是大班的龚老师和托班张老师。
In keeping with the curriculum, two teachers conducted teaching and research activities about picture book readings this morning, April 11. Teacher Gong and Teacher Zhang hosted open classes this week, with a focus on utilizing picture books as tools of learning.
张老师根据本周动物主题，选择了绘本故事《藏在哪里了》，内容很符合托班孩子的年龄特点，同时捉迷藏也是孩子们比较熟悉和了解的游戏，在绘本中，张老师以“藏”这个游戏活动为线索，牢牢地吸引孩子们的目光，紧扣他们的心弦。在过程中，张教师引导幼儿仔细观察动物显著的外形特征，帮助小狐狸寻找朋友，使幼儿运用短句完整的表述小动物的藏身处，体验着阅读的乐趣。
Based on this week's theme, Teacher Zhang chose the picture book "Where to Hide," which is the correct age level for the upper-class students. This book was about the familiar children’s game hide-and-seek. Teacher Zhang instructed the students to carefully observe the distinctive features of the animals in the book to help the fox find friends. The children were able to understand the simple sentences to guess the hiding place of the small animals and experience the pleasure of reading.
龚老师选择的绘本故事《犟龟》，以猜谜的导语设计符合幼儿的特点，谜底出示一只可爱的小乌龟，调动孩子的兴趣。在整个过程中，龚老师声情并茂的讲述，中间还加以不同形式的活跃气氛，提出相应的问题让孩子们进入到故事中去。龚老师还以游戏的方式带孩子更深入的理解绘本内容，感受故事中的坚持信念，体验和朋友在一起游戏时的坚持精神。
The picture book titled “The Turtle” was chosen by Teacher Gong to correspond with the students’ age level. The main character is a cute little turtle, which activates the child's interest. Throughout the lesson, Teacher Gong discussed the emotions of the story, and asked relevant questions for the children to better immerse themselves in the story.
这次教研活动为全体教师们提供了一个与绘本对话、交流、互动的平台。绘本教研不仅考验了教师各自的教学智慧，同样也激发了大家对绘本教学活动的多角度、全方位思考。教师能够在比较中互相学习，扬长避短，共同提高，有效地促进了教师的专业化成长和园本教研的深入开展。
The open classes provided teachers with a platform for dialogue, communication, and interaction with picture books. The picture book teaching and research not only tests the teachers' respective teaching wisdom, but also stimulates everyone's multi-perspective and omni-directional thinking on the picture book teaching activities. Teachers can learn from each other in comparison, and make every effort to avoid weaknesses and improve together, which effectively promotes the professional development of teachers and school-based teaching and research.
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