Research On Teaching Strategies Of Picture Book Reading In Lower Grades Of Primary Schools

Starting from the perspective of children,picture books are both literary and artistic,which are in line with the thinking characteristics and cognitive level of lower grade primary school students,and are conducive to the development of multiple intelligence of students,such as artistic aesthetic ability and language expression ability,and have irreplaceable educational value for lower grade primary school students.This study will start from the perspective of picture book reading,explore the teaching strategies of picture book reading in the lower grades of primary schools through practice,and explore the reading value of picture books,so that students can learn to capture details,taste the blanks,feel the power of story narration,and recreate through positive imagination,so as to get a real picture book experience,arouse the Chinese studengts' interest,the promotion Chinese accomplishment nurturance,broadens the Chinese curriculum resources,causes the Chinese study to have the vigor.This paper consists of three parts:The first part is the introduction,mainly elaborates the topic research background,the significance;The core concepts are defined as "picture book","picture book reading" and "teaching strategy".This paper reviews the research on the educational value of picture books,the teaching strategies of picture books reading and the teaching of picture books reading for primary school students at home and abroad.The main research methods used are documentary method,investigation method and case method.The second part is the elementary school lower grade picture books in the reading teaching investigation and analysis of the causes of existing problems,the survey found the current main problems of picture books reading teaching is that teachers' teaching goal and the students' reading expectation gap is larger,the picture books to read multiple methods and teachers' guide,there is a big deviation of picture books reading teaching resources,teachers do not know how to choose picture books.The main reasons are that teachers have insufficient understanding of the reading value of picture books,teachers' lagging teaching ideas and methods of reading picture books,and teachers have no standards for choosing picture books.The third part is the teaching strategy analysis of picture book reading in junior grades.Based on the experience and expression of picture book reading,first,lead the imagination space of picture book reading through "blank space";Second,the overall perception of picture book reading can be obtained through "image".Third,extend the meaning understanding of picture book reading through "intertextuality";Fourth,through the "aesthetic",highlight the life experience of picture book reading.