| In recent years,with the proposal of the concept of “reading literacy,” the subcategories of it,namely “reading ability” and “reading character,” begin to attract more and more attention.“Reading character” is further divided into “reading habit” and “reading experience.” At present,with the increasing resources of English picture books,many scholars,in their research on the teaching of English reading,try to find out the relationship between “English picture book”.“reading literacy” and “reading character”.Some scholars have also carried out research on concepts,characteristics,and methods of selection in relation to picture book reading.In classroom teaching practice,some teachers have also begun to apply English picture books to primary school English reading classrooms to explore its effects on students’ “reading character.” However,these previous studies and teaching applications have not thoroughly investigated or explored teachers’ specific “English picture book reading” teaching strategies.Based on previous research and practice,this study takes “English picture book reading” classes of a fifth grade English teacher in an elementary school as an example,observes the teacher’s use of “English picture book reading” teaching strategies,and explores the effects of these strategies on students’ “reading experience.”This research uses both quantitative and qualitative methods to reach the answers to the following two questions:(1)In the fifth-grade primary school “English picture book reading” classes,what specific “English picture book reading” teaching strategies are employed?(2)What are the effects of these strategies on the students’ “reading experience”?In order to answer the above two research questions,the author conducts a four-month classroom observation of “English picture book reading” classes of a fifth-grade English teacher in a primary school in Kunming.Through class observation,this author records the teacher’s class process,analyzes,and summarizes the “English picture book reading” teaching strategies the teacher uses.The author also designs a questionnaire about fifth-grade students’ preference in their “English picture book reading” teaching strategies.Together with the teacher’s interview,this questionnaire survey leads to the answer to the first research question.Subsequently,the author conducts another questionnaire survey on “reading experience” of fifth graders in primary school.Then SPSS software is used to obtain the Pearson Correlation and the Stepwise Regression Statistics between the data of the first questionnaire investigation and the second questionnaire investigation so as to answer the second research question.Through classroom observation and data analysis,this study draws the following conclusions:(1)In the fifth grade primary school “English picture book reading” classes,the teaching strategies of “English picture book reading” commonly used by the teacher involved in this study mainly include “listening and retelling” “picture tour” “story map” and “sustained silent reading.” Occasionally she uses “jigsaw reading” strategy,while she rarely uses “reading circle” strategy.(2)“English picture books reading” teaching strategies can improve students’ “reading experience.” To be more specific,“story map” and “jigsaw reading” significantly improve students’ understanding of English picture book.“Story map” and “listening and retelling” effectively improve students’ likes of English picture books,English picture book activities,strengthen students’ thirst for knowledge tendency,studying plan tendency,and promote reading effect and reading gain.“Reading circle”,“story map”,“sustained silent reading” can improve students’ initiative to read English picture books. |
