A Study On The Application Of Picture Books In Teaching Writing In Lower Primary Languages

According to the new curriculum reform,the main aim of language education is to ensure that students are able to listen,speak,read and write,and the new language curriculum will increasingly focus on developing students’ core literacy in the language subject.The teaching of writing in the lower primary grades is the starting point for teaching writing in the middle and upper primary grades,and this teaching is particularly important for improving the communication skills of the lower students themselves.Writing instruction also plays a vital role in improving the cognitive,thinking and expressive skills of students in the lower grades.Picture books with both beautiful pictures and simple text can be an effective tool to support writing learning in the early years.The aim of this paper is to fill the gaps in the current theoretical and practical approaches to teaching writing with picture books and to improve strategies for teaching writing with picture books in order to better develop the writing skills of students in the early grades.This paper is divided into five main parts:The first part discusses the origins of the study,a review of the research,the purpose and significance of the study,and the research methodology from both theoretical and practical aspects.The second part is an overview of picture books and writing instruction,which is the theoretical basis for the subsequent study.It includes a definition of the core concepts of picture books and writing instruction,an analysis of the theoretical basis,a clarification of the characteristics of picture books and the requirements of writing instruction,and an explanation of the value of using picture books in writing instruction in the lower grades.The third part of the study focuses on the current situation of the teaching of writing and the reading and use of picture books in the lower grades of primary schools.In this section,questionnaires were administered to Grade 1 and 2 students in Haikou and Dongfang and interviews were conducted with the corresponding teachers.Analysis of the data from the teacher interviews revealed three problems in the teaching of picture book writing:inappropriate teaching objectives,formalised classroom teaching and single-minded evaluation.The students’ questionnaires and data analysis revealed that students’ interest in picture book writing was low,they were not active enough,and their writing was not effective.The reasons for these problems are as follows: teachers’ lack of clarity in the analysis of objectives and inappropriate teaching design;inadequate understanding of the value of picture books;and low reflection on teaching due to the influence of evaluation.The reasons for the problems students have when learning to write in picture book writing are a lack of cognitive ability,which affects their interest in writing;a lack of awareness of writing and a lack of self-consciousness in writing;and a lack of picture reading skills,which makes writing ineffective.The fourth section builds on the previous section and discusses strategies for improving the use of picture books in teaching writing in the lower levels of primary school language,dividing them into three dimensions: before,during and after the lesson.The strategies for improving pre-course teaching include actively studying the standards and attaching importance to picture book reading;choosing picture books reasonably to ensure the quality of writing;and accumulating writing resources to enrich classroom materials.In-class teaching improvement strategies include reading from multiple perspectives to understand the content of picture books,writing in multiple forms to bring the value of picture books into play,and playing with picture book situations to return to the educational theme.The post-lesson teaching improvement strategies include paying attention to teaching reflection and improving strategies in time;strengthening teacher training and updating teaching models;and improving teaching evaluation to promote the effectiveness of writing.In the fifth section,three picture books are selected for case implementation of picture book writing teaching: The Secret in the Soup,Rosie the Hen Goes for a Walk and Ann’s Seed.Under each classroom case vignette,there is a division into pre-lesson,in-class and post-lesson implementation according to improvement strategies.The pre-implementation section describes the reasons for the selection of the picture books,the design of the teaching objectives and the design of the teaching sessions,and the in-class implementation section describes the process of implementing the classroom case.The post-implementation section reflects on the picture book writing example.Finally,the concluding remarks summarise the implications of using picture books to teach writing,the shortcomings of the study,and the prospects for the future of picture book writing.This thesis will focus on the use of picture books in writing in lower primary school,and try to research them,to summarise and analyse a series of problems that occur in the process of writing and learning with picture books for teachers and students,and to attribute them from both teachers’ and students’ perspectives,and then to discuss how to improve picture books for writing and learning,so that teachers and students can be more comfortable in writing and learning with picture books in the future.It is hoped that picture books will have a unique effect on writing and learning,serving as a springboard for students to improve their writing skills and as a "plus" in the writing classroom,thus promoting the further development of language writing teaching in lower levels of the school.