、绘本教学学目标模糊，将绘本教学等同于故事教学和看图讲述大多数教师由于

, The teaching objectives of picture books are vague, and the teaching of picture books is equivalent to story teaching and picture-telling. <br>Most teachers are not clear about the teaching goals of picture books, so they turn the teaching of picture books into story teaching. For example, individual teachers will show the multimedia courseware while telling the meaning of the pictures. , And then ask about the content of the story. In fact, this is not the child reading, but the teacher telling the story. Some teachers show multimedia courseware one by one, and then ask questions one by one, asking children to observe and tell them in a more complete language, as if teaching picture books has become a picture-telling activity.

The goal of drawing this teaching is vague, and the teaching of drawing book is equated with story teaching and picture-telling<br>Most teachers because of the teaching objectives of the drawing book is not clear, so will draw this teaching into story teaching, such as individual teachers while presenting multimedia courseware, while telling the meaning of the picture, and then ask the story content, in fact, this is not a child reading, but the teacher is telling a story. Some teachers present multimedia courseware one by one, and then ask questions one by one, asking young children to observe, with a more complete language to tell, suddenly the teaching of the drawing book has become a picture-telling activities.

、绘本教学学目标模糊，将绘本教学等同于故事教学和看图讲述大多数教师由于对绘本教学目标不明确，因此将绘本教学上成故事教学，如个别教师边出示多媒体课件，边讲述图意，然后提问故事内容，其实，这不是幼儿在阅读，而是老师在讲故事。有些教师一张一张地出示多媒体课件，然后逐张进行提问，要求幼儿观察后，用较为完整的语言进行讲述，俨然将绘本教学上成了看图讲述活动。<br>