Picture Books Reading Primary School Junior Chinese Spoken Language Teaching Research

The close combination of graceful, delicate pictures and simple but vivid language constitutes the very kind of children’s literary works, the picture books. Given the corre spondence between picture books and the psychological development characteristics of children, many educators have seen the educational value of picture books to children. With The Chinese Course Criterion of Compulsory Education introduced, oral communi cation share the equal status with literacy, reading, writing, and comprehensive learning accordingly, and all of them were important components of Chinese quality. However, t he current oral teaching in lower grades of primary school is somewhat less optimistic i n our country, as there are very little contents that literally relate to the oral teaching in o ur teaching materials, which only contains a few words about this topic and no storytelli ng narrative included. Hence students are unable to quickly blend into the oral situations given by the editors and usually have nothing to say in class. Eventually, students woul d lost their interest in oral teaching classes. As a new form of children’s literature, pictur e books with exquisite pictures and graceful language certainly draw children’s attentio n. By adding picture books as important supplements to the traditional language teachin g materials, we can offset the problems of the incompetence of teaching materials to stu dents’oral training.This paper was divided into three parts, the first part introduced the relationship betw een picture books and the oral teaching, and the current problems of the oral teaching, th e causes responsible for them and the significance of picture books to oral teaching were specifically analyzed. Based on theory and practice, the basis of picture books promotin g oral teaching were elucidated in the second part. The third part introduced implementa tion strategy of picture books in oral teaching among low-grade pupils, and the requirem ents of the choice for picture books, the concrete methods of picture books in oral teachi ng and the case analyses of the use of picture books for oral teaching are discussed in de tail. Through the use of picture books in class, teachers can take a variety of ways to gui de students to learn, so that students can improve their oral ability in a class full of fun.