A Study On Curriculum Design And Implementation Of Picture Books Reading In Primary School

Picture book is the earliest form of literature for children.In the long-term reading,picture book can subtly stimulate children's interests in reading,activate their imagination and creativity,and promote the development of children's language and thinking competence.Therefore,picture book receives increasing respects from primary school teachers.Many teachers have already used the picture book to develop picture book reading courses.Through the study on designing and implementing picture book reading courses from four Chinese teachers in primary school,this research presents the real situation about how primary school teachers design and implement the reading courses,finds out what are the existing problems during the process,then puts forward some solutions.This research uses a combination of qualitative research and quantitative research methods.Firstly,using case method and literature method,four primary school language teachers who have developed or are developing picture book reading courses are selected as research objects.Four teachers dictate their own course stories and then give targeted qualitative interviews.Based on the analysis of relevant documents and materials,the questionnaire is compiled and the primary Chinese teachers who have some knowledge of picture books are selected to conduct the questionnaire survey aimed at understanding the current situation of the primary school Chinese teachers' understanding of the design and implementation of the picture books reading curriculum.The main findings of this research are as follows: Firstly,there are three main types of present picture books reading courses: the picture book reading course focusing on reading interest,focusing on language learning and focusing on all-around development;most teachers tend to focusing on language learning picture book reading course.Secondly,teachers who are developing picture book reading courses have their own unique standard for selection of picture books.When selecting picture books,the survey teachers pay more attention to whether the picture book is recommended by famous artists,the language of the picture book,the theme,the content of the story,students' reading interests.In presenting the content of the course,there are generally three types: no-theme bibliography,the theme of life and the theme of subjects that picture books involved.Thirdly,the implementation of picture book reading courses has three main forms: classroom teaching,student self-read and parent-child reading.Fourthly,curriculum evaluation is generally based on procedural evaluation,and evaluation subjects are diversified.During the process of Chinese teachers designing and implementing picture books reading courses,there are some common problems: the teachers have the cognitive deviation of the picture book reading course and have the excavation of the picture book in the transition;the vertical organization of the curricular content is unclear;the process of curriculum implementation is deficient;and the evaluation plan is imperfect.At the end of this paper,some suggestions are put forward for the primary school teachers to design and implement the picture book reading course: update teacher's curriculum concepts;dig deeply the educational value of picture books;understand children's reading demand comprehensively;make full use of curriculum resources;explore activities of independent reading systematically;in-depth study of the evaluation plan of “reading promoting with assessment”.