A Study On The Current Situation Of Teaching Picture Book Reading In Lower Elementary Schools

Picture books are a kind of children’s literature that narrates stories in a combination of illustrations and text,which is in line with the cognitive development and psychological characteristics of children in the lower section of primary school and is widely loved by young children.Currently,the new curriculum emphasizes that teachers should fully develop teaching resources other than textbooks and use useful extra-curricular resources as a supplement and extension of students’ learning in class.Therefore,more and more language teachers have begun to pay attention to picture books and introduce them into the teaching of elementary school language classes.However,from the current stage of teaching,teachers have problems such as unclear knowledge of picture book reading teaching,difficulties in selecting picture books,improper use of teaching methods,and lack of certain management and support for picture book activities in schools,leading to a fragmented and disorganized state of picture book reading teaching.At present,how to fully explore and use picture book resources and effectively implement picture book reading teaching in lower primary language classrooms is a crucial issue for teachers to consider.Therefore,this study uses questionnaires,interviews,and classroom observations to conduct a comprehensive survey on the current situation of the implementation of picture book reading instruction in lower elementary language teachers,with the aim of gaining an in-depth understanding of the current situation and problems of front-line teaching,analyzing the causes,and exploring effective teaching improvement strategies.This thesis is divided into five parts.The first chapter is the introduction,which mainly describes the background and significance of the study,and reviews the related research at home and abroad,based on which the research ideas and methods are sorted out.The second chapter gives an overview of picture books and picture book reading teaching,then analyzes the characteristics and types of picture books,explores the basis for implementing picture book reading teaching,and further discusses the critical value of implementing picture book reading teaching in the lower elementary school.The third chapter is a survey on the current situation of picture book reading teaching in lower elementary schools,in which the language teachers of four elementary schools in Xuanwu District,Nanjing,are surveyed.Interviews were conducted with individual teachers.The fourth chapter analyzes the current situation of the survey to find out teachers’ problems in teaching and explore the reasons behind the problems.The problems mainly come from the following aspects: teachers’ inadequate preparation for teaching,lack of flexibility in organizing the teaching process,and lack of research and reflection after teaching.The main reasons for the problems were teachers’ lack of knowledge about picture books,teachers’ shallow research on picture book reading,teachers’ heavy teaching load,insufficient school support for picture book reading,and lack of training in the region.The fifth chapter focuses on the problems found and the reasons behind them and proposes relevant teaching improvement strategies to provide some guidance for front-line teachers.