Research On The Chinese Picture Book Reading Of Lower-grade Elementary School

Picture books are the earliest form of literature that children are exposed to.They can not only stimulate students’ interest in reading,but also promote the development of students’ reading ability.In the past decade,more and more people have paid attention to picture books.Based on the analysis of the current situation of the teaching of Chinese reading of picture books in primary schools,this paper summarizes the existing problems and puts forward Suggestions.Firstly,this paper adopts the literature method to collect relevant literatures on the teaching of reading picture books in the lower stage of primary school Chinese.Then,during the internship,cases are collected and the classroom observation record is made.Finally,according to the research needs,the interview outline is enumerated and some teachers with experience in the teaching of reading picture books are selected for interviews.There are five parts in this paper.The first chapter is the introduction,which mainly describes the background of the topic,research significance,research contents and methods,and relevant theoretical basis,and summarizes the research status of picture book reading teaching at home and abroad.The second chapter mainly describes the concept and value of picture books and picture book reading teaching.The third chapter is the investigation and analysis of the current situation,and summarizes the following problems: improper selection of picture books,simple teaching contents,lack of effective teaching questions and responses,courseware teaching destroys the artistic quality of picture books.In the fourth chapter,from the perspective of teaching design,Suggestions are put forward for the teaching of reading picture books in primary school Chinese at a low level.In terms of the teaching implementation process,attention should be paid to the introduction of interest,the formal implementation and the design of extension activities in the teaching of picture books;In teaching evaluation,the evaluation dimension should be comprehensive,the evaluation content should be specific,and the evaluation method should be diversified.In the last chapter,two teaching examples are used to explore the current teaching of Chinese reading of picture books in primary schools,and some problems that should be paid attention to are put forward,in the hope of providing some reference for front-line teachers.