本科毕业设计论文Application of English Picture Books in Primary English Classroom Teaching

ContentsTOC\o"1-3"\h\uAbstract I摘要 IIIntroduction 11OverviewofPictureBooks 31.1DefinitionofPictureBooks 31.2FeaturesofPictureBooks 41.3TheAdvantagesofPictureBooks 52ProblemsExistingofEnglishPictureBooksTeachinginPrimarySchool 82.1LimitedSelectionofPictureBooks 82.2IgnoranceoftheCharacteristicsofPictureBooks 92.3AppliedInappropriateTeachingMethod 113ApplicationStrategiesofEnglishPictureBooksTeachinginPrimarySchool 153.1AppropriateSelectionofPictureBooks 153.2StratifiedStudyofEnglishPictureBooks 163.3GuidanceandExtensionofEnglishPictureBooks 19Conclusion 22Bibliography 24Acknowledgments 26AbstractInthecurrentEnglishTeachinginprimaryschoolsinChina,thesignificanceofreadingteachingforthewholeEnglishteachinghasgraduallybeenattachedimportancetobyEnglishteachers.TeachersgenerallyrealizetheimportanceofreadingforEnglishlearning,andalsorealizethattheEnglishreadinghabitsofprimaryschoolstudentsshouldbecultivatedfromthelowergrades.EnglishpicturebooksarebecomingmorepopularamongstudentsandEnglishteachersbecauseoftheirrichpicturesandtexts,simplelanguageandhighrepetitionrate.Picturebooksareinlinewiththepsychologicalcharacteristicsandcognitivelevelofprimaryschoolstudents,itisbeneficialtostimulatestudents’interestinEnglishreadingandcultivatetheirreadinghabits.However,howtouseEnglishpicturebooksmoreeffectivelytoimprovestudents’Englishreadingability,tocultivatetheirinterestinEnglishreading,andthenimprovetheirEnglishlearninglevelisstillasubjectworthyofstudy.Basedontheanalysisandunderstandingofthecurrentsituationathomeandabroad,thisstudycombsoutthemainproblemsexistinginthecurrentclassroomteachingofEnglishpicturebooksinprimaryschools.ThroughtheanalysisandresearchofthecurrentsituationofEnglishpicturebookreadingteachinginprimaryschools,itprovidessomeeffectivecountermeasuresforteacherstocarryoutEnglishpicturebookreadingteaching,soastoeffectivelystimulatestudents’interestinreading,enablethemtoexperiencethepleasureofreading,masterthereadingmethods,andimproveEnglishliteracyinanall-roundway.Keywords:primaryschools;Englishpicturebooks;classroomteaching摘要在我国目前的小学英语教学中，阅读教学对整个英语教学的意义已逐渐受到英语教师的重视，教师们普遍认识到阅读对于英语学习的重要性，也意识到小学生的英语阅读习惯要从低年级着手培养。英语绘本因其图文并茂、语言简单且重复率高，符合低年级小学生的心理特点和认知水平，有利于激发低年级小学生的英语阅读兴趣，培养阅读习惯，越来越受到学生和英语教师的喜爱。然而，如何更加有效地利用英语绘本来提高学生的英语阅读能力，培养英语阅读兴趣，进而提升英语学习的水平仍是一个值得研究的课题。本研究立足于对国内外现状的分析了解、梳理出当前小学英语绘本课堂教学中存在的主要问题，通过对小学英语绘本阅读教学现状的分析与研究，为教师开展英语绘本阅读教学提供一些行之有效的对策，从而有效地激发学生的阅读兴趣，使他们能够体验阅读的快乐，掌握阅读的方法，全面提高英语素养。关键词：小学；英语绘本；课堂教学IntroductionPicturebookisacombinationofpictureandtext,withspecialemphasisonusingpicturestotellstories.“Englishpicturebookreading”meansthataccordingtothestudents’actualEnglishreadinglevel,teachersselectandclassifyEnglishpicturebooks,andorganicallyintegratethecontentofteachingmaterialsandpicturebookswiththeteachingdesignofeachclasshour,sothatstudentsofdifferentgradescanreadappropriateEnglishpicturebooks,soastoimprovestudents’interestandabilityinEnglishreading.Throughteachers’effectiveguidanceonstudents’Englishpicturebookmaterialsinclass,teacherscancultivatestudents’abilityandhabitofreadingEnglishpicturebooksoutsideclass,soastomakepicturebookreadingfrominsideclasstooutsideclass,fromschooltofamily,andeventothewholesociety.EnglishreadingabilityisthecoreofEnglishlanguageskills.GoodEnglishreadingabilitycannotonlyhelplanguagelearnersexpandlanguageknowledgeandenhanceculturalunderstanding,butalsohelplearnerstoobtainalargenumberofrealandauthenticlanguageinputandonthisbasistofurtherdevelopEnglishlanguageskillsoflistening,speakingandwriting.InviewoftheimportanceofEnglishreadingability,teachersshouldpayattentiontothecultivationofEnglishreadingabilityintheenlighteningstageofstudents’Englishlearning.However,throughanalysisandresearch,theauthorfindsthatthecultivationofEnglishreadingabilityhasnotreceivedenoughattentioninEnglishteachinginthelowergradesofprimaryschool.Ontheonehand,mostteachersfocusonthecultivationofEnglishlisteningandspeakingskills.ThereisalackoftheoreticalcognitionandpracticalguidancefortheteachingofEnglishreading,whichleadstostudents’unadaptabilitytoEnglishreadingandobviousfearofdifficultiesafterenteringthemiddleandhighergrades.Ontheotherhand,theimprovementofreadingabilityofstudentsinlowergradesofprimaryschoolisagradualprocessfromscratch,inwhichnotonlyteachers’guidanceisneeded,butalsosuitableEnglishreadingmaterialsareinseparable.Englishreadingmaterialsoflargelengthobviouslydonotmeetstudent’sreadinghabitsandreadingneeds,sotheyaredifficulttobeusedasmaterialstocultivatelower-gradestudents’Englishreadingability.PicturebookisarisingandpopularcategoryofreadingmaterialsinthefieldofbookpublishinginChinainrecentyears.Itisakindofstorylinereaderswithbothpicturesandtextsandaimedatstudents,includingtheoriginalEnglishpicturebookscreatedbymanywesternwriters.Thecontentsofpicturebooksareclosetostudent’slife,whichcanpromotestudent’sresonanceandstimulatestudent’sinterestinreading;picturebookswithrichpicturesandvividcharacterscannotonlyattractstudent’sattention,butalsohelpstudentsunderstandwordsandreducethedifficultyofreading;thelanguageofpicturebooksisconciseandvivid,andstudent’slanguageexpressioncanexpandstudent’slanguageknowledgeandenrichstudent’slanguageexpression.Asanearlyreadingmaterialforwesternstudents,EnglishpicturebooksarerareandexcellentreadingmaterialsforEnglishlearnersinChina,andtheirvalueinthefieldofEnglishreadingteachingisincreasinglyrecognizedandvaluedbyeducators.Thisstudyisbasedontheanalysisandunderstandingofthecurrentsituationathomeandabroad,sortoutthemainproblemsexistinginthecurrentprimaryschoolEnglishpicturebookreadingteaching,andreflect,sumup,andthenpracticeinpractice,learnEnglishpicturebooksfromanearlyageanddeepenteachers’understanding.Thispaperputsforwardsomecorrespondingcountermeasuresandsuggestionsonhowtoimproveteachers’teachingabilityandsoon.Therefore,thisstudyismainlyfromthreeaspects.Thefirstchapterisatheoreticaloverview,includingthedefinition,characteristicsandadvantagesofpicturebooks.ThesecondchapterisabouttheproblemsofEnglishpicturebooksinprimaryschoolclassroomteaching.Thethirdchapteristheapplicationstrategyofpicturebookinprimaryschoolclassroomteaching.

1OverviewofPictureBooksThepicturebookdepictsthestorylineinagraphicandtextualway,andinfusesawealthofemotionalfactors,whicheffectivelydrivesthestudents’readingenthusiasmandprovidesacompletetextandlogicalcontextfortheirEnglishlearning.ItplaysasignificantroleinimprovingtheeffectivenessofEnglishteachinginprimaryschools.AsanimportantauxiliarymeansofEnglishteaching,theuseofpicturebookshasreceivedwidespreadattention.BusinessEnglishcorrespondenceplaysanimportantroleinbusinesstrade.Meanwhile,euphemism,asanimportantexpressionmode,alsoisanindispensablefactorinbusinesscorrespondence.Therefore,thefollowingarebasicconceptsofbusinessEnglishcorrespondenceandeuphemism.1.1DefinitionofPictureBooksPicturebooksrefertopicturestorybooksinwhichwordsandpicturescomplementeachother,readersthatexpressspecificemotionsandthemes,andanartofintertwiningandinteractingwithstoriesindifferentdimensionsthroughthetwomediaofpaintingandtext.Picturebooksarenot,inthegeneralsense,illustratedbooksforstudents.Apicturebookisanartoftellingastorytogetherwithpicturesandwords,expressingspecificemotionsandthemes,andinteractingwitheachotherthroughthetwomediaofpicturebooksandwords.Inpicturebooks,picturesarenolongerembellishment,butthelifebloodofbooks,evensomepicturebooks,notaword,onlypaintingstellstories.PicturebookswereborninEuropeinthe17thcentury.Inthe1930s,themainstreamofpicturebooksspreadtotheUnitedStates,andpicturebooksusheredinthegoldenage.Inthe1950sand1960s,picturebooksbegantoriseinSouthKoreaandJapan,andinthe1970s,Taiwanalsobegantoreadpicturebooks,whichlatercausedanupsurgeinpicturebookreading.Inthe21century,picturebookreadinghasbecomeafashionforstudentsallovertheworld.Internationallyrecognized:“picturebookisthemostsuitablebookforchildrentoread.”Thepicturebookplacesgreatemphasisonthecontinuityofemotionandtheme,formingacontinuousvisualimageinjustafewdozenpages.Theauthorandpainterofthepicturebook,equivalenttoafilmdirector,musttellthestorybothbeautifullyandclearlyinalimitedspace.Anexcellentpicturebookcanlettheilliteratestudentsfeelwhatthepicturebookwantstoexpress.Here,thepicturebooksaremorebeautiful,thelayoutisexquisiteandunique,inordertofillthecover,titlepage,thefollowingandthebackcover,toformanear-perfectwhole.Picturebookisnotequalto“bookwithpictures”.Itisanindependentformofbooks,withspecialemphasisontheinternalrelationshipbetweentextandpictures.Wordsandpicturesplayanimportantroleinstorytelling,andpicturesarenolongerjusttheroleofsupportingandinterpretingwords[1].Somequitefamouspicturebooksevenhaveonlypicturesandnowordsatall.However,therearealsomanypicturebooksthatstrikeabalancebetweenpicturesandwords,settingoffeachotherandcreatingthefeelingofthewholepicturebook.Thesignificanceofpicturebooksistoletstudentsknowsomeofthedetailsoflifethroughthepicturesorwordsinbooks,letstudentsknowthesocietythroughpictures,andliketodiscoverthedeepmeaninghiddeninpicturebooks,sothatstudentscangrowupinbooksandachievetheeffectthatpicturebooksareintendedtoexpress.1.2FeaturesofPictureBooksFirstofall,picturebookshavetheunityofpictureandtext.Inpicturebooks,picturesarenolongerattachedtowordsandtheyplayanimportantroleinnarratingstoriestogetherwithwords.PerryNordmanmentionedinthejoyofstudent’sliteraturethatapicturebookshouldcontainatleastthreestories:oneisthestorytoldbywords,oneisthestoryimpliedbypictures,andtheotheristhestoryproducedbythecombinationofwordsandpictures.Thestorytoldbypicturebookscanprovidereaderswiththemainframeorsketchofthestory.Picturescanshowdetailsthatdonotexistinthetextinvisuallanguage,suchastheappearancecharacteristicsofcharacters,internalemotions,thebackgroundandenvironmentoftheevent,atmosphereandtone,andhighlighttheideographicfunctionofthepicturetothemaximumextent.Theessenceofpicturebookcreationliesinthesubtlecombinationofpicturesandarticles,thecommonnarrationandexpressionofstorythemes,andtheuniqueartisticeffect.Secondly,picturebooksarerhythmic.Astwoimportantlanguagesofpicturebook,wordsandpictureshavetheirownrhythmiccharacteristicsintheirarrangementandpresentation.Thedescriptionofpicturebookpaysattentiontorhymeinthechoiceandcollocationofvocabulary,phraseandsentencepattern,sothatthecontentofthetextalsopresentsrhythm.Therefore,therhythmictextofpicturebooksisnotonlybeneficialforadultstoexpresstheirfeelingsinthestorybetterwhenreadingaloud,butalsobeneficialforstudentstoimmersethemselvesinreadingmoredeeplyandimprovetheiraestheticdegreeofthetextthroughlisteningandreading.Thirdly,picturebooksareauthentic.Forstudent’sreadersinChina,thefundamentalpurposeofreadingEnglishpicturebooksistolearnEnglishlanguage.Englishpicturebooksarestudent’sbooksinEnglish-speakingcountries,sotheirlanguageisinlinewiththethinkingandexpressionhabitsofthelocalpeople[2].Forlanguagelearners,reallanguagematerialshaverealcommunicativepurposesandinterest,whichcanbetterstimulatetheenthusiasmofEnglishlearners,andreallanguagematerials,canalsoprovideculturalinformationofEnglish-speakingcountries.ThecloserelationshipwiththecultureofEnglish-speakingcountriesmakeslearningmoreenjoyable.Authenticlanguagematerialsexposelearnerstothereallanguageandenablethemtolearnvocabulary,sentencestructureandlanguagestyleintherealcontextofEnglishculture.1.3AdvantagesofPictureBooksSukhomlinski,afamouseducator,saidinthesection“Don’tlettherelationshipbetweenabilityandknowledgebeoutofbalance”,itisimpossibleforanyonewhohasnotlearnedtoreadfluentlyandunderstandinglytomasterknowledgesmoothly.Themostimportantthingaboutthepracticemethodheprovidesissimilartoourpicturebookreading.Toreadfluentlyandcomprehensivelyistograspapartofasentencewithyoureyesandthoughtsatonce,thenthewholeshortersentence,andthenleavethebookwithyoureyes,readoutwhatyouremember,andthinkatthesametime.Studentsshouldnotonlythinkaboutwhatthestudentsarereading,butalsothinkaboutsomepictures,images,factsandphenomenarelatedtothematerialsaboutthereading.Andpicturebooksaretheinitialstageofthiskindoftraining:simplestories,simpledialogues,andsometimesevennoplots.Butthiskindofreadingwithoutpressure,relaxedandhappy,fromsimpletodeeppicturebooks,leavesstudentsabroadspaceforthinkingandimagination,andprovidesstudentswithaninvisibleandpowerfulintellectualbackground.Oneoftheadvantagesofreadingpicturebooksisthattheycanhelpchildrenlearngoodlanguagepicturebooks,picturesplayapowerfulfunction,andthetextpartofthecreationismorepoetic,somelikefantasyfairytalepoetry,somelikenarrativeprosepoetry.Oftenreadpoeticandunimaginativelanguageforbaby,whichcanhelpbabylearnmothertongue.Atthesametime,readingpicturebookstostudentsisalsoanactivitynottoestablishapositiveparent-childrelationshipbetweenchildren.Fromthis,parentsarealsobeneficiaries,cangettoknowtheirownchildren,improvetheintimaterelationshipwiththeirchildren,andgethappinessfromchildren’sbookstogether.Thesecondadvantageofreadingpicturebooksistocultivatestudent’sartisticsentimentpicturebooksaremainlypictures,withthehelpofrichpicturestomakestudentsfeeleasierwhenreadingwords.Thevisualshockofpicturebookstostudentsismoredirectthantheeffectofknowledge.Atpresent,mostofthepicturesinthepicturebookaretheworksofworld-famousillustrators,showingthestyleandartisticpursuitofdifferentartists.Thesewell-mademasterpicturebooks,withexquisitepens,exquisitepictures,andexcellentcompositionandcolourmatching,virtuallyinfectstudentswithaesthetics,butalsostimulatetheirrichimaginationandcreativity[3].Theinspirationofpicturebooksonstudent’semotion,imagination,sensitivityandaestheticsenseisthesourceoftheirsuccessfulandhappylifeinthefuture.Thethirdadvantageofreadingpicturebooksisthatitcanhelpchildreninfavourofreading.Throughasmallpicturebook,theworldinstudent’seyescouldbecomericherandmorebeautiful.Somepeoplemayask,canthestudentsunderstand?Infact,aslongastheylike,fascinate,andlovebeautifulartfromthebottomoftheirheart,thisisenough.Ofcourse,student’sreadinglearningrequiresparentsandteacherstobeconsciousandcarefullyorganized.Youngparents,itisnotfuntohavetimetosharetheknowledgebroughtbypicturebookswiththeirbabies.Fromthebeginningofreadingpicturebooks,tokeepthehabitofreadingwithstudentsistomaintainachannelofcommunicationwithstudents.Inthissense,parentsnotonlyplayakeyroleindevelopingstudent’sreadinghabits,butalsothebiggestbeneficiariesofthisactivity.Thefourthadvantageofreadingpicturebooksisthattheycanhelpchildrenimprovetheirpersonality.Readinganexcellentpicturebookislikevisitinganartgallery.Thepictureisverybeautiful,andtheconnotationisworthchewingoverandoveragain.Pre-schoolersareattheageof“readingpictures”.Drawingstoriescrossnationalboundariesandcrossvariousculturalbackgrounds,allowingstudentstoenterdifferentworldsthroughpictures.Therefore,thereadingofpicturebooksedifiesstudent’semotions,whichmakesstudentswhodonothavemuchliteracygainmoreperceptionbyreadingpictures.Fromtherichandvividstories,studentscanlearntoactivelyandcalmlyaccepttheirso-called“defects”,studentscanlearntofacelifewithhumour,sharewarmfamilyandfriendshipwithfamilyandfriends,andlearnthespiritofteamworkinpicturebooks.Afteralltheseperceptionsaregatheredtogether,studentswilleventuallybecomethegrowthexperienceofstudents.Therefore,sharingpicturebookswithstudentscanhelpstudentsimprovehispersonalityandlayagoodspiritualfoundationforalifetimeofhappiness.2ProblemsExistingofEnglishPictureBooksTeachinginPrimarySchoolPrimaryschoolEnglishpicturebookreadingasasupplementarymaterialforprimaryschoolstudents’Englishlearningisfavouredbymanyteachers,andmoreandmoreschoolsandteachersarealsotryingtocarryoutpicturebookreadingteaching.AvarietyofpicturebookreadingactivitieshavebeengraduallyappliedtoprimaryschoolEnglishclassroomteaching.Englishpicturebooksaredeeplylovedbyprimaryschoolstudentsbecauseoftheirgraphicandtextualforms.Atthesametime,picturebookscanalsoprovidestudentswitharealcontextforlearningEnglish.Therefore,carryingoutEnglishpicturebookreadingteachingactivitiesinprimaryschoolcanstimulatestudent’sinterestinEnglishreading,improvetheirEnglishproficiency,increasetheiraccumulationoflanguageknowledge,andtrainstudentstograduallydevelopthehabitofextracurricularEnglishreading.Andfinallyimprovetheirreadingliteracy.However,asanewformofEnglishreadingteachinginprimaryschool,picturebookreadingteachingstillneedstobeimprovedandperfected.2.1LimitedSelectionofPictureBooksAccordingtotheguidelinesoftheNationalEnglishCurriculumStandard,teachersshouldconsciouslycultivatestudents’learningmotivation,communicativecompetenceandculturalawareness.Thepicturebookisconsideredtobeoneofthebestmediatoachievethisgoal.However,whetherteacherscancorrectlychooseEnglishreadingmaterialsthatarebeneficialtostudentsdirectlyaffectswhethertheseteachinggoalscanbeachieved.InChina,withthedeepeningofcurriculumreform,Englishcurriculumhasgraduallyspreadtoprimaryschoolsandevenkindergartens[4].However,inprimaryschool,comparedwithothersubjects,thetotalnumberofhoursperweekinEnglishclassesisnotsufficient.HowtochoosethemostsuitableEnglishpicturebooksforstudentsinthelimitedteachingtimeandimprovetheteachingefficiencyisabigtestforteachers.Ontheonehand,mostoftheEnglishpicturebooksusedinEnglishpicturebookteachinginChinaaredirectlytranslatedfromforeignteachingmaterials,suchastheLiShengseriesofFLTRPandthemodelEnglishofOxfordUniversityPress.Thereareveryfewpicturebooksindependentlydevelopedlocally,andaperfectandsystematicteachingplanhasnotyetbeenformed.Englishpicturebooksselectedfromforeignversionshavebothadvantagesanddisadvantages.First,duetotheobviousculturaldifferencesbetweendomesticandforeignenvironments,thestoriesandculturesshowninforeignpicturebooksneedacertainknowledgebackgroundtounderstand,whichrequiresdomesticstudentstohavecertainbasicknowledgeandsystematictraining.Theculturalinformationorculturalawarenessconveyedbythecontentofpicturebooksabroadisdifferentfromthatathome,andtheideologyofmiddleandlowergradestudentsiseasytobeaffected,soteachersneedtopayattentiontotheselectionofmaterials.Besides,foreignEnglishpicturebookscontainmanymouthfulandobscurewords,whicharedifficultfordomesticprimaryschoolstudents[5].Ontheotherhand,thereareawidevarietyofEnglishpicturebookreadingmaterialsinthemarket,butthereareveryfewteachingmaterialresourcesthatmeettheteachingobjectivesofpicturebookreading,whichleadstothescarcityofexcellentforeignpicturebookreadingwhichlackofresourcesisalready.ManyteacherschoosetheirownonlineorofflinebookstorestoscreenEnglishpicturebookssuitableforstudents.Althoughtheresourcesarerich,teachersalsocannotguaranteethequalityofthepicturebookreadingmaterials.Thechoiceofpicturebooksbringsthreeproblems.First,thechoiceofteachingmaterialsconsumesalotofenergyandtimeofteachers,greatlyreducingtheefficiencyofteachers’education.Second,mostofthepicturebookschosenbystudentsarebasedontheirowninterests,andthegeneraleducationalnatureofsuchpicturebooksisnotstrongenoughandtherelevanceofteachingcontentisalsoinadequate.Third,whenteacherschoosepicturebooks,theyoftenignorethecharacteristicsandneedsofstudents,resultinginthecontentofpicturebookscannotmobilizestudents’interestinlearning.Atpresent,thereisalackofunderstandingandexperienceinthelocaldevelopmentofEnglishpicturebookreading.ThereisnofinancialguaranteefortheresearchanddevelopmentofEnglishpicturebookssuitablefordomesticstudents,sothesystemofpicturebookresearchanddevelopmentisnotmatureandperfect.2.2IgnoranceoftheCharacteristicsofPictureBooksFirstofall,teachers’understandingofEnglishpicturebooksasEnglishlearningresourcesinprimaryschoolsisinsufficient.Dewey,anAmericaneducator,oncepointedoutthatcurriculumteachingmustpayattentiontostudents’learningneedsaccordingtothecharacteristicsofstudents’physicalandmentaldevelopmentandlearning.ThemostattractivethingaboutEnglishpicturebooksliesintheirrichpicturesandinterestingstorycontents.InEnglishpicturebookteaching,teachersshouldpayattentiontostudent’sneedsforlanguagelearning.Englishpicturebooksaremostattractivetostudentsbecauseoftheirrichpicturesandinterestingstorycontent.Inpracticalteaching,duetotheinfluenceoftheconceptofknowledge-basededucation,manyteachersignorethelanguagelearningneedsofstudentsandmovethepicturebooksthattheythinkaresuitableforacertainEnglishknowledgetopicintotheclassroom.ThechoiceofEnglishpicturebookcannotappealtothestudents.Thelinkdesignofteachers’Englishpicturebookteachingreflectsthestudents’weaksubjectconsciousness.Englishpicturebookteachingiscenteredonteachers’speakingandreading,andmostofthemarelecturersperformingvividly.Studentshavetoolittletimetofeelpicturebooksontheirown,andpicturebookteachingislimitedtomonotonousformssuchasfollowingpicturebooksandperformingstories.TheoriginallyinterestingEnglishpicturebooksuddenlybecameboring.Ifteacherscangetclosetostudents,understandtheirrealneeds,anddigdeepintothevalueofEnglishpicturebooks,suchEnglishpicturebookteachingmustbelovedbystudentsandwillbefullofvitality.Secondly,teachers’conceptofcognitiveteachingobjectivesisdeep-rooted.SometeachershaverecognizedthevalueofEnglishpicturebooksinpromotingthedevelopmentofstudent’sreadingabilityandarousinginterestinlearning.However,undertheguidanceofthisconceptofunderstanding,EnglishPicturebooksonthesurfacestimulatestudents’interestinlearning.Infact,itistoletstudentssystematicallylearnEnglishpicturebooks,evenrecitethem,expandtheirvocabularyandimprovetheirEnglishreadingability.SuchvaluesofEnglishpicturebooksjustexposethedefectsofteachers’understandingofthevalueofEnglishpicturebookresources.Englishpicturebooksarethemediumforstudentstocomeintocontactwithasecondlanguage,andthepresentationofthismediumisholistic[6].ThepicturesofEnglishpicturebooksarethebasisforstudentstoobserve,imagine,andmobilizetheirlifeexperiencetoperceivetheauthor’sinnerworld,andtheyarethemainsourceoffunforpicturebooks.ThetextofEnglishpicturebooksisatoolforstudentstointerpretpicturesandthewholestoryinasymbolicway.Therhythmicandrhythmiclanguageinjectsdynamicvitalityintothepicturebookstoryandpresentsthedynamicsenseofthestory.ThecombinationofpicturesandwordsinEnglishpicturebooksgivesstudentsthebestwaytoperceiveasecondlanguage.Teachers’teachingconceptofneglectingpicturesandattachingimportancetolanguageseparatestheintegrityofpicturebooks.Thecultivationofstudent’sEnglishreadingabilitycannotrelysolelyontheaccumulationoflanguageknowledge.Itisunrealistictotrytoimprovestudent’sEngli