Picture Book Reading Language Teaching Situation Of Lower Primary And Countermeasures

The new language curriculum standards made it clear that the teachers should actively expand and explore new and meaningful language course resources in the full use of the materials provided. Picture book,illustrated with its wealth of images, vivid story and convey good visual effects, making it a useful supplement language textbook extracurricular reading. Becides, it conforms to the law of the child’s psychological development, stimulate students’ interest in reading low-grade children. However, due to the teaching of picture books, the lack of systematic and planned, resulting in operating them in practice, picture book value is difficult to play itself out.This thesis is divided into four parts. The first chapter is from the source of picture books; the difference between picture books and other picture books, picture books and text, picture books and primary school language teaching materials, expand elaborate picture books related concepts, so that readers clearly understand what is picture books. Then the writer describes the evolution of picture books in our country’s development, staging, features, picture books, so that readers can make a further understanding of the history and current situation in China. The second chapter is from the perspective of children’s literature, the psychological perspective of child development perspective and reading instruction of low-grade children, to discusses the value of language teaching of reading picture books. In the third chapter, the author discusses five characteristics current status of lower primary teaching language section to read picture books.They are illustrated works Choosing lack of planning and systematic; Picture book reading is not deep, staying in shallow reading; illustrated map light heavy teaching text, ignoring the value of the text; the teaching methods and the limitations of the unity and teaching strategies using the form set. According to the status of teaching reading picture books,the auther proposes reform strategy Picture Book Reading in the fourth chapter. In the selection of picture books work, proposed to select the best picture book works; choose low-grade students interested in picture books work; select age characteristics consistent with low-grade children’s picture books and works of diverse creative selection of picture books work. In addition, the process of teaching reading picture books to the integrated use of multiple interpretations and text reading teaching strategies. For some teachers in the teaching process illustrated map light weight paper, the author proposes a text read aloud, role play reading, exaggerated tone, reading, reading four methods.