The Effect Of Three-dimensional Picture Book Reading On The Self-concept Of Primary School Students With Learning Difficulties

As the core of individual social development,self-concept is the recognition and evaluation of its own role function and an important part of self-consciousness.Moreover,primary school is an important period for the development of students' self-concept.The development of primary school students' self-concept is not invariable.Especially for students with Learning difficulties,their psychological characteristics are more complex,problem behaviors are more common,and there are barriers in social development.This requires appropriate interventions for students with learning difficulties to help them develop a positive self-concept.Picture books are popular with children.Stereoscopic picture book reading combines various elements such as blocks,puzzles,performances and games with picture books,allowing children to express themselves freely,encouraging children to operate with their hands,and paying attention to children's emotional experience.Reading picture books not only helps improve reading ability and language expression ability of students with learning difficulties,but also enables them to better understand things and life and improve their thinking ability.In this study,the stereoscopic picture book reading method is adopted to try to explore the influence on the self-concept of the third and fourth grade students with learning difficulties.The study is divided into two parts.The first study is the present status and development of self-concept of students with learning difficulties.The Piers-Harris self-concept scale(PHCSS)was used to measure the self-concept level of 321 ordinary students and 127 students with learning difficulties,the results shows that the self-concept of students with learning difficulties was significantly lower than that of ordinary students,and significant grade differences has been found,while no gender difference exists.The second study is an empirical study on the intervention of vertical picture book reading on self-concept and academic performance of students with learning difficulties in grade 3 and 4 of primary school.67 students with learning difficulties were selected from the first study as the experimental group and the other 60 as the control group.The main purpose of the second study was to explore whether reading picture books can improve the self-concept and academic performance of students with learning difficulties in grade 3 and 4 of primary school.The results show that:(1)after intervention,self-concept level of students with learning difficulties in the experimental group of grade three and grade four significantly improved comparedwith the pre-test;(2)after intervention,self-concept level of students with learning difficulties in the experimental group was significantly higher than that of students with learning difficulties in the control group.In conclusion,this study found that vertical picture books reading can significantly improve the level of learning difficulties students' self-concept in primary school.Therefore,this research adopts the vertical picture books reading as a means of intervention,to explore learning difficulties students develop positive self-concept,promote the development of mental health of students in learning difficulties has certain reference value and reference.