A Study On Picture Books Teaching In Primary Grades

Based on my awareness and survey regarding students in primary grades, I, a front-line teacher, have summed up the problems occurred in Chinese reading education as the follows: First, primary school students have failed to develop good reading habits. Therefore, reading is hardly an essential part of students’ everyday life, in other words, reading becomes dispensable. Second, students lack diversified reading materials. Third, the very limited time students spared in reading have enormously decreased their reading quantity. Forth, the majority of students lack appropriate reading instructions. This paper aims to ponder and discus the following issues as to increase reading interest as well as reading quantity of the primary grades, the cultivation of positive reading habits, and effective reading instructions. Produced in the 20 th century, picture books are designated to tell either interesting or wonderful stories with their delicate paintings and refined words. The art of picture books attributes to its good interaction between vivid narrations and illustrations. Picture books attract wide readers among children due to their well illustrated pictures and interesting stories. An increasing number of experts and teachers have devoted themselves to the study of picture book reading. In view of the characteristics of students in the primary grades as well as the nature of Chinese reading teaching, people have discovered picture books as the best reading materials for primary school students. Therefore, this paper will focus on the teaching of picture book reading in primary grades. This article divides into four parts. The first part defines and analyzes the features of picture books by which have proved their own validity as the best reading materials. The first part also discusses the value and adoptable reading modes for picture books in primary grades. The second part mainly portrays the present stage of picture book reading in primary grades and also analyzes the cause of the current situations. This part also discusses the preconditions for picture books teaching. The third part provides teaching strategies in picture book reading and also practical measures as to solve the problems mentioned above. The fourth part summarized the aspiring effects as well as deficiencies about teaching of picture book reading.