A Study On The Teaching Practice Of Picture Books In Higher Grades Of Primary Schools

Picture book is one of the forms of children’s literature,which combines pictures and texts and penetrates the narrative theme.It takes the growth of children’s life as the origin,and constructs and implements curriculum from the perspective of children.The combination of picture book and text can act as a "bridge" for students’ transition from image thinking to abstract thinking,enlarge students’ imagination and stimulate students’ creativity.In recent years,picture books have been greatly created,published,popularized and applied to teaching research in China.Under the trend of new curriculum reform,they have been brought into Chinese classrooms of primary schools by many teachers,who also have carried out different teaching and research,developed new educational concepts and teaching values,and considered picture books as the innovative resources of contemporary Chinese teaching.As an in-service teacher,the author not only serves as a Chinese teacher in senior period of a primary school,but also carries out picture book reading for her own child since childhood which helps her accumulate experience on picture book reading.Through investigation and teaching practice,the author finds that picture books are now mainly used in the Chinese courses in the kindergartens and the lower grades in the primary schools,but rarely used in the higher grades.Picture books are also suitable for the teaching of senior period of primary school.These resources can make a new direction for teachers’ teaching,provide new materials for students’ learning,and promote teaching and learning better.This paper focuses on the practice of picture book teaching,aiming at the teaching of picture book in Chinese course in the era of reading pictures.The full text is divided into four parts,closely around the reason why the picture book is rarely used in the senior period of primary schools;and the application strategies of picture book in the senior period through the practical case analysis.The introduction part summarizes the reason,the significance,the object and the relatedliterature review.By consulting the previous research results,the first chapter expounds the definition of picture reading and Chinese picture book teaching in the era of picture reading,and analyzes the opportunities and challenges faced in the era of picture reading.Gradually focusing on the current picture book teaching in primary schools,this paper analyzes the educational value of picture book,which has the characteristics of literature education,educational interest,logical thinking,rich Chinese educational resources and promoting the development of students’ thinking.Furthermore,the use of picture book teaching in the senior period of primary schools is described.The second chapter mainly uses the questionnaire survey method and interview method.A sampling survey will be done in Xinhua No.2 Primary School,Huadu District,Guangzhou,which aims at the current situation of the use of picture books by students and teachers in higher grades.It is found that the picture books are rarely used in senior period of primary schools.And the existing problems are analyzed as follow: first,the teaching of picture books in senior period of primary schools is forgotten;second,the teachers and students in senior period of primary schools have one-sided understanding of picture books learning and teaching;third,the picture book teaching encountered a situation of poor teaching effect.Among them,the teacher’s one-sided understanding of picture book learning and teaching and the lack of research on picture book teaching in higher grades are the main reason,which lead to the teacher’s poor effect while carrying out picture book teaching,and frustrates the teacher’s enthusiasm to continue to carry out picture book teaching.Students have few picture books and little knowledge of them,which have become a stumbling block for students to read picture books.Teachers’ regular teaching in the system also put a crimp on picture book teaching.On the other hand,teachers are very supportive of picture book reading activities in schools,which is a favorable factor to further promote picture book reading teaching.In chapter three,through the author’s own picture book teaching record of Cowherd and Weaver Girl and the collection of famous teachers’ picture book teaching videos of Little Flowers on the Wire Net,the case analysis method is used to review and analyze the two picture book teaching lessons of grade five and grade six.They show that picture books can greatly stimulate the children’s ability of reading pictures.The teaching of two picture books is based on the combination of pictures and texts and the combination of study and examination.After a new running in,a new image of story is created.In a picture book reading class,teachers should not only guide students to appreciate the pictures,but also use the content to develop children’s logical thinking ability,so that they can find out the story and meaning hidden behind the pictures,and then carry out the organizational analysis.It strengthens students’ understanding of the picture book story,and helps children regroup the story to create the painting,reading and writing,which has implemented the training of the ability of reading pictures and the sustainable development of Chinese learning.It further proves the feasibility of the innovative practice of picture book teaching in senior period of primary schools.After the course analysis,the author gives the reflection on the practice of picture book teaching in the senior period of primary schools: the importance of picture book material selection;the objectivity of picture book teaching evaluation;the advancement of picture book teaching thinking.In the fourth chapter,through practical analysis and literature study,the author has created innovative practice strategies of picture book teaching in the era of reading pictures,such as interdisciplinary teaching,improving teachers’ understanding of picture books,mining picture book value,optimizing picture book teaching methods,sublimating students’ emotion based on teaching materials,and building an expression platform for students.For the optimization of picture book teaching methods,two innovative practice strategies of picture book teaching are stated: the picture book cycle teaching method of Picture Guides Students To Talk and the picture book trinity teaching method of Words-Pictures-Words.Among them,the strategy of picture book cycle teaching method of Picture Guides Students To Talk is widely used in modern teaching practice.It guides students to develop image thinking,and strengthentheir abilities of image thinking,image and text conversion,image and speech conversion,image and image conversion.All these abilities will be perfectly coherent.In a word,the teaching of picture books should be extended properly in the senior period of primary schools,and the teaching of reading pictures should be carried out in order to cultivate the students’ ability of reading pictures,guide the students to make a smooth transition of thinking with a new teaching vision and adapt to the era of reading pictures.