English Picture Book Reading Teaching For Lower Primary Based On The Cognitive Domain Of Bloom's Taxonomy Of Educational Objectives(revised Version)

As an important part of primary school English teaching,English reading teaching has always been the focus and difficulty of primary school.The National English Curriculum for Compulsory Education(2011 edition,hereinafter referred to as the Curriculum)required lower-grade students of primary school can read simple stories with the help of pictures.The Curriculum also encouraged teachers to choose stories or short passages with pictures as supplementary reading materials to provide rich language input for students and help them improve their English reading ability.English picture book(EPB)are favored by teachers and students of primary school because of their colorful pictures and easy-to-understand text.The Experimental School Attached to Sichuan Normal University has introduced EPB into English teaching for a long time and teachers are also aware of the advantages and importance of EPB teaching,but there are still some problems that need to be solved.Based on the cognitive domain of Bloom's taxonomy of educational objectives(revised version),this study aims to cultivate students' reading comprehension ability at the remembering,understanding,applying,analyzing,evaluating and creating level.This study lasted for 3 months,with 40 students from class seven,grade two of the Experimental School Attached to Sichuan Normal University and the teacher of this class as the research subjects to explore the effect of EPB reading teaching on lower primary based on the cognitive domain of Bloom's taxonomy of educational objectives(revised version).Through the analysis of the experimental data,some pedagogical implications are obtained.In this thesis,classroom observation,pre-test and post-test are adopted to study the following two questions:1.Based on Bloom's six cognitive processes(revised version),how does the teacher design EPB reading teaching?2.Under the guidance of the cognitive domain of Bloom's taxonomy of educational objectives(revised version),what's the effect of EPB reading teaching on the reading comprehension ability of low-grade students of primary school?Through the analysis and discussion of the data of the classroom observation,pre-test and post-test,the following conclusions are drawn: First of all,through the data of the classroom observation,it can be seen that the teacher designed six levels of teaching activities,which include the remembering,understanding,applying,analyzing,evaluating and creating level to cultivate students' reading comprehension ability.Secondly,through the results of the pre-test and post-test,it can be obtained that under the guidance of the cognitive domain of Bloom's taxonomy of educational objectives(revised version),EPB reading teaching can improve the reading comprehension ability of low-grade students of primary school.After the experiment,the post-test's average score is 31.3 points,4.1 points higher than that of the pre-test,which significantly improves students' reading comprehension ability.Among them,the training at the remembering,applying,evaluating and creating level significantly affect students' post-test level.This also shows that it is beneficial for students to use language creatively,which is worthy of affirmation.