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1、图画书与学前儿童语言教育（Picturebooksandlanguageeducationforpreschoolchildren）PicturebooksandlanguageeducationforpreschoolchildrenWangLei*(SchoolofArts,BeijingNormalUniversity,Beijing100875)[Abstract]picturebooksasauniqueformofreadingbooks,becausemanyhavetheirowncharacteristics,caneffecti
2、velypromotethedevelopmentofpreschoolchildren'slanguage,suchasparent-childreadingpicturebookswhenparentsloveandwarmthwillbebeneficialtothedevelopmentofchildren'slanguagelearningability;readingpicturebooksplaysanimportantcatalyticroleinpromotingthechildrenthelanguagecentreofmatu
3、re;picturebookcoherencepicturecanpromotetheexpressionofchildren'slanguagefluency;picturebookprovidesthebasistofacilitatetheunderstandingoftheimagethinkingmainlyofpreschoolchildren.Thepicturebookhasbecomeanimportantresourceandmeansofpreschoollanguageeducation,itcanprovideanexce
4、llentresourceforwritingmandarinteaching;canbecomeanimportantpartofteachingresourcestoretellthestory;cancultivatechildren'sinterestinreading.Picturebook;developmentofpreschoolchildren'slanguage;preschoolchildren'slanguageeducationForpreschoolchildren,picturebooks,supplementedby
5、words,arethemostsuitablebooksforthem.Itisthefirstbookforeverychild'slife.Picturebooksplayanimportantroleinpromotingchildren'slanguageability,thinkingdevelopmentandpsychologicalsuccess.Inearlyeducation,picturebookteachinghasbecomeanimportantteachingresourceandmeans.Picturebooks
6、:booksbelongingtopreschoolchildrenPicturebooks(PictureBook)arecalledpicturebooksinJapanandTaiwaninourcountry.Thedefinitionofpicturebookshasnotbeenaccuratelyanduniversallyaccepted,andMatsuNao,afamousJapanesechildren'sliteraturescholar,defineditasaformofchildren'sreading.Inthisb
7、ook,thereisauniquerelationshipbetweenthetextandthemap,withitsrichrepresentationleap,isonlyapictureortextaredifficulttoexpressthecontentofthetextandpictureswithdifferentwaysofexpressingthesametheme.[1]studyonthedomesticpicturebookPengYialsobelievesthatthepicturebookisafullaccou
8、ntofthestorybypicturesandwords,saidtheabstract,itisakindofart
