| In primary school English teaching,pupils’ knowledge of English depends more on classroom teaching and pupils’ extensive and effective reading.However,in the special education and learning environment in rural areas,especially in rural English teaching,the teaching methods and reading materials are single and the teaching effect is not satisfactory.Compared with the city pupils,how to improve the comprehensive language use ability of rural primary school pupils is worth the thought of every rural English teacher.Picture book is a story book with illustrations,which uses a lot of pictures and fewer words transmits information,emphasizes and the connection of pictures and words.The pictures in the books are vivid,have the same function with as the narrative language.It also fit with pupils’ cognitive ability and the psychological characteristics;can stimulate pupils’ interest in reading.The picture book is recognized as the most suitable for elementary school pupils to read and learn who have mastery of small vocabulary.Thus,among the many reading resources,English picture books as auxiliary materials can be regarded as the best choice in primary schools.This research mainly adopts the methods of the theory of inputhypothesis,cognitive theory and other related research results.The methods in this thesis are based on the literature review,the questionnaire research method,the experimental research method and so on.From the primary school English reading teaching background,significance and difficult to carry out the picture book teaching of reading in rural primary school can stimulate the pupils learning interesting and improve their reading ability to some extent.By means of combining the expenrimental design with the practical operation of the English picture books teaching to discusses the problems in the teaching and countermeasures.This empirical study is done at Hang Jinqi Balagong Primary School,Ordos.There are 88 pupils are divided into the experimental group and the control group,who taught by the author.The experiment was carried out in three stages: pre-test,experimental intervention,and post-test.The experiment mainly adopts the means of questionnaire,classroom observation,interview and examination,and makes an empirical study on the reading teaching of English picture books in rural primary school.Through the teaching experiment,investigation and research,the data were analyzed by SPSS19.0 and chart,after comparing and analyzing,the thesis put forward the conclusions as follows: The pupils in the experimental class are obviously better than the pupils in the control class in English learning interest and comprehensive use of language skills.Illustrate that in the rural primary school English teaching use of picture books reading teaching method issuperior to the traditional teaching way and the effect is remarkable.At the same time,the author with specific teaching cases for added further proof picture books reading teaching in rural primary school,not only can push forward the transformation of the traditional reading teaching mode,but also can cultivate the pupils’ interest in learning,class participation consciousness and self-confidence of pupils.Finally,the author analyzes the experimental results and put forward some suggestions on English teaching of picture books reading:(1)Teachers should pay attention to consistent with pupils’ cognitive ability and arouse pupils’ interest in reading when they choosing the picture books.(2)Teachers should focus on the research and design of new teaching methods to help pupils master the story,and acquire certain reading skills.(3)Make full use of teaching materials,according to the story content design the activities related to enhancing the pupils’ reading interest and improve reading ability. |
