浅谈小学英语绘本教学

论文总字数：35978字

摘 要

近几年，绘本教学逐渐成为了阅读教学不可忽视的组成部分。本文分析了中小学英语绘本阅读教学的现状，即教师群体对绘本阅读教学的认识度呈现负增长态势。以及存在的问题，其中包括绘本选择不当，文本理解不透彻，教学目标模糊化，课堂形式单一。正是以上这些原因使得绘本教学之路困难重重，所以作者分析了产生这些问题的原因，并在最后提出了应对问题的四个不同的策略：选择适合的绘本，深情导读理解文本，确立正确的绘本教学目标，设计精彩的课堂。

关键词：阅读教学；绘本教学；策略

Contents

1. Introduction...............................................................................................1

2. Literature Review.....................................................................................1

3. The potential Educational function ........................................................2

4. The problem of the English Picture Books Teaching.............................5

4.1 Lacking of knowledge of English Picture Books Teaching.............. .......6

4.2 Wrong teaching objectives........................................................................7

4.3 Rigid teaching processes...........................................................................7

5.The strategies of the English Picture Books Teaching............................8

5.1Deepening the teachers" understanding......................................................8

5.2 Making right teaching objectives.............................................................9

5.3 Organizing diversified teaching processes .............................................11

6. Conclusion...............................................................................................13

Word cited............................................................................................15

1. Introduction

Picture books are loved by children. The stories in Picture books have particular and fleshy plots which showed unexpected and vivid artistic feature. The reason why Picture books are so popular all over the world is that they have a magic power which attract children"s interest to put their heart into reading. Students" ability of listening, speaking, reading and writing is not enough only by classroom teaching.Extracurricular reading is also an important support to improve students" ability.

The picture book has a complementary role in the teaching of English in primary schools. It can enrich the students" learning resources,stimulate students" language acquisition. The English picture book can promote the improvement of students" reading literacy. But there are some problems in the teaching of picture books in English.This thesis will explain these problems and propose solutions to these problems.

1. Literature Review

Picture book reading is a new style that emerged in the new era, interwoven by traditional high quality literature and art. But in the current picture book teaching, teachers tend to choose the text of great value of knowledge, ignoring the aesthetic. The reason is that this value orientation is biased towards to ignore the spirit of play and fantasy in the world of children. At the same time, it is also related to people"s realistic pursuit under utilitarian educational concept.

Chinese scholars, like Hao guangcai, Peng yi and Ye yiqing, whose data analysis and quantitative study also have confirmed that Picture book reading which has an incalculable effect on the development of children"s cognitive ability, observation ability, communication ability, imagination, creativity, emotional development and so on. But in the teaching, there are still a series of problems to be studied and solved to make the picture book plays its most important role.

2.1The definition of the picture books and the picture books reading

Picture books refer to a kind of books which are mainly painting and accompanied by a small amount of words.About the definition of picture books, the author believes that in many scholars" point of view, the more representative are the following points. Hao Guangcai(Hao 5-20) mentioned that Picture book is a book with pictures to express the story in How to write a picture book. Peng Yi(Peng 5-6) mentioned that the most important thing of Picture book is graphic ensemble, that is, to use the picture and text to complete the narrative picture. Pictures and words do not isolate, but intertwine with each other, and they promote the development of the story. In short, Picture book is "the vision of children"s Literature". Known as the picture book’s father Mat with more direct way to elaborate the definition of picture books, that is "word picture = illustrated book.

Picture book reading means that students use picture books as reading media and feel the unique charm of picture books in a harmonious reading atmosphere. In the process of reading, students collect information, apperceive the world, develop their thinking, acquire aesthetic experience, expand their reading horizon and enjoy reading pleasure.

2.2The current situation of the English Picture Books Teaching

English picture books called English picture books or English children"s books, is composed of coherent pictures and English words and to form a story or theme of the English story book for children. The outstanding feature of English picture books is that English is used as a form of expression. English picture book resources are used in primary English classroom teaching, including paper English picture books and electronic English picture books. These English picture books exist as an English curriculum resource, not textbooks.

In practice, due to the lack of experience and the deviation of cognition, picture book reading often fails to give play to its advantages, and many teachers fall into various misunderstandings. There are some problems in the teaching of English Picture Books.

3.The potential Educational function

First, to create a language situation and deepen the emotional experience. Reading can introduce readers into the world of stories, as if the reader is the character of the book, the reader follows the development of the story with the experience of joy, anger and sorrow. If the ugly duckling finally found that he was a beautiful white swan, the reader"s mood will be suddenly bright, when read that Little Red Riding Hood was eaten by the wolf, the reader will feel worried and sad. In the context of the story created by reading, the reader experiences all kinds of plots from the perspective of the characters in the book, and the emotional attitude and value judgment of the characters change with the development of the story.

The picture of English picture book provides the real English learning context for children with their stories. Children acquire the meaning of words by constructing the meaning of stories. English picture book teaching interacts language with stories and context with the application of language. The acquisition of English for children is to get rid of mechanical repetition and imitation in an active way of constructing meaning to deepen the emotional experience of language learning.

The picture provides the real English learning context for children with its story. Construct the meaning of the story to acquire the meaning of the text. The picture book is so concise that the author can get it in one sentence The contents of several pages of pictures are usefully summarized. Picture books present a consistent linguistic structure and a strong repetition rate, such as nursery rhymes. Easy to be accepted by children. Picture book home page with "Once upon a time there was a" "dark moor" begins with a storytelling tone, followed by a "On the moor there was a" The narrative of dark wood"s inverted sentence unfolds the story. The use of the picture book language form including prepositions And inverted sentence structure, these difficult and abstract grammatical points are infiltrated into interesting picture book stories, and not only can they not Let children feel confused, but let children enjoy the authentic English learning experience. The teaching of English picture books interacts with language by story, with the application of language by context, and with the English learning of children. Acquisition in an active way to construct meaning to get rid of mechanical repetition and imitation, to deepen language learning emotion Experience.

Text excerpts of The Dark Dark Tale：

Once upon a time there was a dark,dark moor.

On the moor there was a dark dark wood.

In the wood there was a dark,dark house.

At the front of the house there was a dark ,dark door.

Behind the door there was a dark,dark hall.

In the hall there were some dark,dark stairs.

Up the stairs there was a dark dark passage.

Across the passage was a dark,dark curtain.

Behind the curtain was a dark, dark room.

In the room was a dark, dark cupboard.

In the cupboard was a dark,dark corner.

In the corner was a dark, dark box.

And in the box there was ...A MOUSE!

Two, enhance the sense of language and develop the language ability.English picture books often use repetitive sentence patterns or rhyming languages to describe themes, and children use picture books to enrich themes Content in the natural context of contact with repeated and rhythmic language, the acquisition of visual and auditory dual aspects Experience, enhance the fun of reading at the same time to gain English language sense accumulation. For English beginners, contact rates are high And melodious language helps them to familiarize themselves with English phonetic characteristics, and then imitate them, and eventually they will be able to Speak the beautiful English of "foreign accent".Such as Brown bear Brown bear what do you see? I see a red bird looking at me.Red bird red Bird what do you see? I see a yellow duck looking at me. Children are not in rap only to increase the fun of reading, but also subtle changes in English special phonology, to obtain direct and specific phonological perception, gradual development of English Phonetics.

Three,developing multiple intelligences of students.In the modern society that attaches importance to individual differences, people pay more attention to children"s diversity rather than knowledge.

The balanced development of intelligence. Howard Gardner, a famous American developmental psychologist, wrote in his book the structure of intelligence.The theory of multiple intelligences has been put forward in the world. This theory divides human intelligence into linguistic intelligence and musical intelligence. Ability, logic, mathematical intelligence, visual spatial intelligence, body movement intelligence, self knowledge introspective intelligence, interpersonal relationship. Eight aspects of intelligence, natural observation and intelligence, emphasizing that everyone has many kinds of intelligence and intelligence. There are differences. The theory of multiple intelligences brings new enlightenment to English education.When changing traditional education, we only focus on students" language knowledge accumulation and the instrumental tendency of language skills development. We should pay more attention to the development of students" Multiple intelligences and give full play to the role of foreign language learning in promoting students" physical and mental development.The theory of multiple intelligences provides a new perspective and support for the humanity of English learning. There are many differences in English learning.A child"s construction of the meaning of a picture book story requires a variety of intelligence, such as observation, imagination, creativity, etc. The reading of English picture books supports the development of multiple intelligences in vivo. In a variety of English paintings In this teaching process, students" attention, observation, imagination, creativity, practical ability and expression ability Be fully developed. Teachers help students to participate in reading English picture books in a way that suits them The way one is good at learning English, the process of learning English becomes a way to develop students" multiple intelligences. Cheng, give play to the humanistic nature of English learning, conducive to the students" physical and mental development. The value of English picture book is not only for students, but also for developing English picture book resource and designing English picture book. Teaching can also improve teachers" teaching. Teachers should give full play to their thinking and creativity in teaching English picture book Combined with promoting students" physical and mental development, the potential educational function of English picture books is brought into play.

4.The problem of the English Picture Books Teaching

In the reading of picture books, literature, periodicals and other scholars" papers, I have drawn the following problems in the teaching of English picture books in primary through deliberate study.

4.1 Lacking of knowledge of English Picture Books Teaching

To have a picture books’ lesson is not easy, the teacher must read the text material carefully before class. On the basis of fully excavating and understanding, the teacher can comb out the teaching ideas to apply to picture books classroom eventually. Teachers" interpretation of texts is influenced by teachers" cognitive level. The survey found that it is different for teachers to feel about the relationship between text and picture. 55.7% of the teachers agree to pay more attention to picture 3.3% of the teachers think that the main character is word, 37.7% of the teachers should pay equal attention to them. Cognitive differences will directly affect the teacher"s personalized interpretation of picture books.

Table1

Table1: differences in understanding the importance of text in picture books by primary school teachers of different grades.

This analysis shows that teachers of different age have different understanding of the importance of picture books. Therefore, the teacher"s recognition of the relationship between the text and the picture, the accuracy of the students" learning situation analysis will directly affect the teacher"s in-depth interpretation of the text. Picture book is a book with pictures and words. Teachers pay too much attention to text and ignore pictures in interpretation of picture books or too much reliance on pictures, ignoring the text will lead to deviations in the interpretation of picture books. Whether it is text, pictures, or even the world constructed by words and pictures, teachers should read the story carefully. The picture books teaching in China is still a new thing. The content of reference can not be enriched. Therefore, the depth and breadth of stories’ interpretation are influenced by personal literary attainment, learning experience, living environment and life experience. There is full of challenge.

Ye yiqing found that the three problems in primary school English picture books teaching: teachers rely too much on multimedia to present picture books’ courseware, students read picture books passively. The English level of students is uneven and the understanding of English picture books is different. It is difficult for teachers to grasp the rhythm of teaching.

4.2 Wrong teaching objectives

The teaching goal is the starting point of educational and teaching activities and is a prerequisite for educational and teaching activities smoothly. Teaching goals, which are suitable for students and teachers ,can help teachers to clear the teaching ideas in the 35 minutes’ classroom in teaching activities and make full use of every minute. Therefore, whether the teaching goal is reasonable or not, will often affect the success or failure of the whole picture books class.

From a post graduates dissertation named A study on the teaching practice of English picture book reading in the junior grade by ZhaoYi, it is analyzed that the goal of primary school English picture books teaching is lack of progressiveness. Students are difficult to read picture books. In English picture books reading teaching, there are three main problems: ignoring pictures, paying too much attention to words,making inflexible teaching emotional goals in English picture books.

In the teaching of English picture books in primary school, the phenomenon of weakening the value of the picture book is very common. The utilitarian goal of teachers" English teaching leads to the decline of the picture book teaching in primary school as the carrier of the teaching of English knowledge. The knowledge aim still occupies a large proportion in its teaching objectives.

4.3 Rigid teaching processes

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