Research On The Current Situation And Improvement Strategies Of Chinese Picture Book Reading Teaching In Primary Schools From The Perspective Of Children’s Connection

In 2022,the new curriculum standard strengthened the emphasis on the connection of learning stages,and believed that primary school students in grades 1-2 should be encouraged to read with the help of pictures in the reading materials according to the intuitive image thinking of children.Picture books are also widely used in front-line Chinese teaching practice,but most Chinese teachers still have many problems and difficulties in carrying out picture book reading teaching.In this study,we selected 9 Chinese teachers and 9 natural class students in the lower stage of S primary school as the survey samples,and used interview,questionnaire and observation methods to conduct investigation and research.The purpose is to solve two problems: first,to investigate the teachers’ cognition of picture books and the implementation of picture book reading teaching in the actual classroom.According to the survey of the current situation,this paper analyzes the problems existing in the teaching of picture book reading at the lower stage of primary school.The second is to carry out targeted research on some problems found in interviews and surveys,and give corresponding solutions.This study uses the in-depth interview method to interview the Chinese teachers in the lower grades of Grade 1-2 in S Primary School,and distribute questionnaires to the students in Grade 1-2.At the same time,it selects representative picture-book reading teaching classes for classroom record analysis,and surveys the current situation of picture-book reading teaching in S Primary School.Through descriptive analysis,it is found that there are the following problems in the teaching of picture book reading in schools: teachers have insufficient understanding of the concept of picture book and the teaching value of picture book reading;The teaching strategy of teachers is lack of systematism,and the teaching form of picture book reading is single;The school has limited support for the teaching of picture book reading;In view of the problems found in the survey,this paper puts forward solutions from the two levels of teachers and schools.At the teacher level,we need to strengthen curriculum identification and deepen the study of picture book theory;Attach importance to teaching practice and summarize teaching strategies;Respect the students’ main position and improve the way of questioning in class;Design creative extension activities.At the school level,school-based teaching and research should be strengthened to improve teachers’ professional quality;Optimize the proportion of picture books to meet students’ reading needs;Strengthen the communication between the lower grades and promote the connection between the young and the young in an orderly and hierarchical manner.This study hopes that these educational suggestions can promote the teaching of picture book reading at the lower stage of primary school,cultivate and improve students’ multiple intelligences in picture book reading,and promote their overall growth.