Research On The Current Situation And Countermeasures Of Chinese Picture Book Reading Teaching In Lower Grades Of Primary Schools

With the demands of popular culture,the rise of the illustration industry,the advancement of printing technology,the increasing emphasis on education,and the international exchange of children's literature,a variety of factors are attracting attention for the expressiveness and educational value of picture books.Coupled with the development and popularization of children's libraries,people's awareness and demand for picture books have been enhanced.In addition,the new version of the 2011 curriculum standard has given first-line teachers more resources to develop educational resources,and the educational value of picture books has suddenly been improved,not only in contact with young children,but also in primary school classrooms for lower grades.People from all walks of life generally agree that children should start with picture books and fall in love with reading,and accordingly increase children's reading interest and cultivate good reading habits.As a result,many problems arise when teaching picture books to be taught.In the face of the wide variety of picture books in the market,how to choose them?If picture books are introduced as educational resources,there is no guarantee of class time and problems that affect teaching progress are faced by front-line teachers Challenges,waiting to be solved.The new curriculum standard points out that Chinese is a unity of instrumentality and humanity,and pays attention to the development of students' integrity,which is a good start for children in the lower years to enter learning.At the same time,as a low-school Chinese teacher in a primary school in Yancheng,the author has more opportunities to be exposed to the reading and teaching of Chinese picture books,so it is also more representative to study the Chinese picture books in lower years.It is hoped that through front-line investigation,we will find out the problems existing in picture book teaching and provide front-line teachers with teaching assistance.The author takes the junior Chinese teachers of Yancheng G Primary School as the survey object.Mainly through HowNet,Wanfang and other channels to find relevant literature and information about picture book reading,consolidate the literature review of this paper,and use this as a theoretical basis;in the survey,"teacher picture book and picture book teaching situation,student reading picture book learning situation,The situation of the school's teaching and research activities on picture book reading and the attitude of parents to support picture books".Questionnaire surveys were conducted on these aspects.At the same time,a few first-line teachers and parents of lower ages were randomly interviewed to understand picture books from multiple perspectives.The current situation of teaching.The following problems are summarized:teachers have a vague understanding of picture books,picture book reading teaching is difficult to carry out frequently,teachers have different criteria for choosing picture books,teachers' picture book reading teaching frequency is low,teachers' picture book reading teaching methods are single,and students are not motivated to integrate into the classroom.Next,the author analyzes the causes of the problem from several aspects such as the school,the teachers themselves,and the parents.Finally,in response to these problems and reasons,corresponding countermeasures are put forward,so that picture books can better enhance the progress of students,the professional growth of teachers and the discipline construction of the school.