A Study On Teaching Design Of English Chinese-Culture Picture Book Reading In Elementary School

English picture book reading teaching plays an important role in English teaching in elementary schools.It can stimulate the reading interest of elementary school students,expand their vocabulary,and improve their reading competence and comprehensive humanistic quality.Meanwhile,it is an effective supplement to cultural information in elementary school English textbooks.The 2011 edition of Compulsory Education English Curriculum Standards sets a second-level requirement of cultural awareness for elementary school students: the students are required to develop primary ability to notice in academic learning and life the similarities and differences between Chinese and foreign cultures when they graduate.English picture book reading teaching,especially the English Chinese-culture picture book reading teaching,plays a positive role in promoting cultural awareness and intercultural communication awareness,and therefore has good practical value.However,in current English picture book teaching,the input of Chinese culture is obviously insufficient.This not only leads to the lack of students' ability to express Chinese culture in English but also hinders the improvement of their intercultural communication awareness to some extent.Furthermore,the research on the English Chinese-culture picture book reading teaching in elementary school has not been fully carried out,and there are few relevant principles,standards or excellent teaching design cases.Therefore,it seems particularly important to study the English Chinese-culture picture book reading teaching in elementary school,especially its feasible teaching design.In light of the Input Hypothesis and Output Hypothesis,Bloom's Taxonomy,Intercultural Communication Theory and Constructivism,the research explores three questions among subjects of Fifth Grade students in a Jinan elementary school through questionnaires,interviews,teaching experiments,pre-test,and post-test.The questions are the current situation of the teaching design of picture book reading in elementary school,the specific principles and methods for the design of English Chinese-culture picture book reading teaching in elementary school,and the effects of the teaching design.The results of the teacher questionnaires and interviews show the following major problems in the English picture book reading teaching in elementary school.First,the teaching design of English picture books lacks unified principles and standards.Second,the choice of English picture books is quite arbitrary,which is not relevant to the content of textbooks or real life.Third,the English picture books selected are beyond students' language proficiency and interest.Fourth,the selected English picture books lack the integration of Chinese cultural elements.Accordingly,this research puts forward the principle of relevance,interest,equality and appropriateness.Based on the principles,it also generates the teaching design methods that can be directly used in classroom teaching.Using the teaching design,it conducts a 4-month teaching experiment in a class of this elementary school.The following conclusions are obtained through questionnaires and interviews.First,teachers and students have a strong interest in English Chinese-cultural picture book reading teaching.Second,the English Chinese-cultural picture book reading teaching is an effective supplement to Chinese cultural information in the current English textbooks.Third,the teaching design of English Chinese-cultural picture book reading has considerable practical value,and students generally expect teachers to continue it.In addition,from the interviews and by comparing students' scores in pre-test and post-test,the research found that the teaching design generated by the research has desired feasibility and effect.Students' language competence and their intercultural communication awareness has been greatly improved.This proves that the principles and methods of the teaching design proposed in this research are feasible.However,the research is limited in the experiment time span and the number of subjects.And what deserves further research is how to guide elementary school students to discover the similarities between Chinese and western cultures.