Study On The Cultivation Of Chinese Reading Ability Of Primary School Students Through Picture Books

Picture books are short in language,interesting in plot,beautiful in picture and rich in theme.So they are very popular with children.With the best-selling of picture books,there is a "picture book fever" in the market."Picture book fever" set off a wave of picture books as a low-level reading bibliography for primary school students.In this wave,teachers' teaching and reading,parents' accompanying reading and students' self reading have become a fad,but also exposed some problems.For example,teachers did not consider the elements of students' reading ability in this stage before preparing for class,so they lacked a correct understanding of the role of picture books;in class,they pursued a variety of teaching forms,diluted the cultivation of reading ability,stressed the ideological and emotional content of teaching,and lacked the teaching of reading skills.Students will pay more attention to pictures,ignore the existence of words,and will not transfer the skills they have learned and share the inadequate communication.The parents will not know enough about the function of picture books and have enough time.Therefore,the classification of Chinese reading ability of low-level primary school students and how to better improve the reading promotion of picture books are the main issues discussed in this paper.In this study,the author finds out the existing problems in picture book readingthrough questionnaire and interview,analyzes these problems,and puts forward specific suggestions to teachers,students and parents.In addition,in order to test whether picture books can improve Chinese reading ability,evaluation table is also set up.This paper lists the elements of Chinese reading ability of primary school students.It includes three aspects:knowledge,ability and emotion.Knowledge elements include understanding common Chinese characters and understanding of words and sentences(vocabulary).Ability elements include basic reading ability and subject reading ability.Basic reading ability includes comprehension,appreciation and creativity.Subject reading ability includes general ability and core ability.The general ability of discipline includes the use of punctuation and reference tools.The core competence of the subject includes reading aloud,silent reading and accumulation.Emotional elements include reading interest,reading will and reading habits.For the existing problems,from the teachers,students and parents,respectively,put forward suggestions.When teaching reading,teachers should set goals for reading ability,learn more about picture books,cultivate students' good reading habits,and teach students basic knowledge.When students read alone,they should try to read in depth,not skimming;pay equal attention to learning happiness,consolidate the skills they have learned;be good at sharing and communicating,and consolidate the content of understanding.Parents need to pay attention to individualized interpretation and imagination;stimulate reading interest and train reading will;closely contact teachers and work together to promote reading ability;make parent-child reading plan to help accumulate reading volume.