英語學(xué)習(xí)活動觀視域下的小學(xué)英語繪本閱讀教學(xué)實踐TeachingPracticeofEnglishPictureBookReadinginPrimarySchoolsfromthePerspectiveofEnglishLearningActivities1.IntroductionWiththecontinuousadvancementofeducationalreform,profoundchangeshavetakenplaceinEnglishteachingconcepts.The"CompulsoryEducationEnglishCurriculumStandard(2022Edition)"clearlyproposesto"practicetheEnglishlearningactivityviewthatcombineslearningwiththinkingandtakesapplicationandinnovationasthefoundation",emphasizingthecultivationofstudents'coreliteracythroughactivitiesatdifferentlevelssuchaslearningandunderstanding,applicationandpractice,andtransferandinnovation.Picturebooks,asimportantresourcesforprimaryschoolEnglishteaching,arerichinpicturesandtextsandhaveuniqueeducationalvalues.Theyarehigh-qualitycarriersforimplementingtheeducationalgoalsoftheEnglishsubject.However,therearestillsomeproblemsincurrentprimaryschoolEnglishpicturebookreadingteaching,suchassingleteachingmethods,over-emphasisonwordandsentenceteachingwhileneglectingthecultivationofstudents'thinkingqualitiesandcoreliteracy.Therefore,howtooptimizeprimaryschoolEnglishpicturebookreadingteachingundertheguidanceoftheEnglishlearningactivityviewhasbecomeanurgentproblemforeducatorstosolve.ThisresearchaimstoexploreeffectivepracticalmethodsforprimaryschoolEnglishpicturebookreadingteachingfromtheperspectiveoftheEnglishlearningactivityview.Throughtheresearchonthefourth-gradestudentsintheprimaryschooldepartmentofShenzhenGuangmingDistrictExperimentalSchool,thisresearchoptimizesthedesignofteachingactivities,improvesstudents'Englishreadingability,stimulatesstudents'readinginterest,cultivatesstudents'Englishdisciplinarycoreliteracy.Atthesametime,itprovidespracticalteachingsuggestionsforfront-lineteachersandenrichesthetheoreticalandpracticalresearchonprimaryschoolEnglishpicturebookreadingteaching.Theoretically,thisresearchhelpstodeepentheunderstandingoftheapplicationoftheEnglishlearningactivityviewinprimaryschoolEnglishpicturebookreadingteachingandenrichesthetheoreticalresearchachievementsinthefieldofEnglishteachingmethods.Byexploringtheconvergencepointsofthetwo,itprovidesatheoreticalreferenceforsubsequentrelatedresearch.Practically,theresearchresultscanprovidespecificteachingstrategiesandpracticalcasesforfront-lineteachers,helpingteacherstoimproveteachingmethodsandteachingquality.Atthesametime,itcanpromotetheimprovementofstudents'Englishreadingabilityandcoreliteracy,layingasolidfoundationforstudents'Englishlearningandfuturedevelopment.2.Literaturereview2.1TheoreticalBasisoftheEnglishLearningActivityThetheoreticalbasisoftheEnglishlearningactivitycanbetracedbacktoRousseau'snaturaleducationthought,Dewey's"learningbydoing",andVygotsky's"activitytheory".Rousseauemphasizedthateducationshouldconformtochildren'snaturalinstinctsandallowchildrentolearnindependentlyinanaturalenvironment.Dewey's"learningbydoing"advocatesacquiringknowledgethroughpracticaloperationsandexperiences.Vygotsky's"activitytheory"believesthatlearningisachievedthroughactivitiesinasocialandculturalenvironment.ThesetheoriesprovideimportanttheoreticalsupportfortheEnglishlearningactivityview,emphasizingthedominantpositionofstudentsinthelearningprocessandtheimportanceofpracticalactivities.2.2ResearchStatusofEnglishPictureBookReadingTeachingResearchonEnglishpicturebookreadingteachingabroadstartedrelativelyearly.InEnglish-speakingcountriessuchastheUKandtheUS,picturebookshavebecomethefirstchoiceforchildren'senlightenmentreading.Scholars'researchhasfoundthatpicturebookshaveapositiveeffectonreadingteaching.Forexample,Elley(1991)foundthatstorybookswithbeautifulillustrationscanarousechildren'sstronginterestinsecond-languagelearningREF_Ref1345\r\h[1];GambrellandJawitz(1993)pointedoutthatpicturestorybookscanhelpstudentsmoreeasilyrelatetothetextpartofthestoryREF_Ref1388\r\h[2];Kamhi-Stein(2003)foundthatthecomplementaryeffectbetweenthepicturesandtextsinoriginalpicturebooksissignificantREF_Ref1443\r\h[4].Inaddition,manyrelatedinternationalacademicconferenceshavebeenheldabroad,promotingtheapplicationofpicturebooksinEnglishclassrooms.ResearchonEnglishpicturebookreadingteachinginChinastartedrelativelylate,butmanyachievementshavebeenmadeinrecentyears.WangQiang(2001)proposedrelevantprinciplesforreadingteachingREF_Ref1525\r\h[16];LinXiaofang(2002)exploredthesignificanceofEnglishpicturebookteachingfromtheperspectiveofwholelanguageteachingREF_Ref1584\r\h[12];LianRong(2012)expoundedonhowtouseEnglishpicturebookstocarryoutpreschoolEnglishteachingREF_Ref1626\r\h[11];YuLidan(2013)carriedoutdifferentformsofEnglishpicturebookreadingactivitiesforstudentsofdifferentgradesREF_Ref1793\r\h[17].However,therearestillproblemsinprimaryschoolEnglishpicturebookreadingteachinginChina,suchassingleteachingmethods,lackofeducationalawareness,urgentneedforimprovementinteachingevaluation,andlackofcultivationofstudents'coreliteracy.2.3RelationshipBetweentheEnglishLearningActivityandEnglishPictureBookReadingTeachinginPrimarySchoolsTheEnglishlearningactivityviewprovidesanewperspectiveandtheoreticalguidanceforprimaryschoolEnglishpicturebookreadingteaching.Inpicturebookreadingteaching,teacherscandesignactivitiesatdifferentlevelssuchaslearningandunderstanding,applicationandpractice,andtransferandinnovationbasedontheEnglishlearningactivityview.Throughlearningandunderstandingactivities,suchasobservingpicturebookillustrationsandpredictingstorycontent,studentscanacquireknowledge.Throughapplicationandpracticeactivities,suchasrole-playingandgroupdiscussions,studentscanapplyknowledgeinreal-lifesituations.Throughtransferandinnovationactivities,suchasadaptingstoriesandcreatingpicturebooks,students'innovativethinkingandcomprehensivelanguageapplicationabilitycanbecultivated,thusachievingtheimprovementofstudents'Englishdisciplinarycoreliteracy.3.ResearchMethodologyThispartmainlydescribesthemethodologyofthisresearch,includingtheresearchquestions,participants,researchinstruments.3.1ResearchQuestionsThisstudyaimstoexploretheeffectsofreadingteachingbasedontheViewofEnglishLearningActivityonstudents’readingcomprehensionachievementandreadinginterest.Basedontheresearchpurpose,thestudyproposestworesearchhypotheses:(1)TheapplicationoftheViewofEnglishLearningActivityinEnglishreadingteachinginprimaryschoolcanstimulatestudents’readinginterest.(2)TheapplicationoftheViewofEnglishLearningActivityinEnglishreadingteachinginprimaryschoolhelpstocultivatestudents’readingability.3.2ResearchParticipantsThirtystudentsandsixEnglishteachersfromthefourthgradeoftheprimaryschooldepartmentofShenzhenGuangmingDistrictExperimentalSchoolwereselectedforthisresearch.3.3ResearchInstrumentsThestudyusedinterviewstoexplorethetworesearchquestionsabove.Throughdoingaface-to-faceinterviewtothestudentstounderstandthestudents’Englishreadinginterests,frequency,difficultiesandreadingability.Takingthepicturebookteachingof"GreatYuandtheFlood"taughtbyZhengYanli,anEnglishteacherinthefourthgradeoftheschool,asanexampletoanalyzethestudentsinreadingclass.Afterthestudy,studentsmadepost-testtoinvestigatestudents’readingability.3.3.1InterviewsThirtystudentsandsixEnglishteachersfromthefourthgradeoftheprimaryschooldepartmentofShenzhenGuangmingDistrictExperimentalSchoolwereselectedforinterviews.Theinterviewswithstudentsmainlyfocusedonaspectssuchasreadinginterest,readingfrequency,readingdifficulties,andreadinggains.Theinterviewswithteachersfocusedonissuessuchasteachingactivitydesign,students'understandingandpracticalapplicationofteachingcontent,andthetransferandinnovationofpicturebookteaching.Throughinterviews,thecurrentstatusandexistingproblemsofprimaryschoolEnglishpicturebookreadingteachingweredeeplyunderstood.Ittookabout5-8minutesforeachstudenttomakeaconversationmainlyrecordedbyrecording.Theinterviewersummarizedandanalyzedtheinterviewaccordingtotheinterviewrecord.Thequestionswerethefollowing:Q1:AreyouinterestedinthereadingclassbasedontheViewofEnglishLearningActivity?Why?Q2:Doyouthinkthereareanyimprovementsinyourreadingcomprehensioncompetence?Q3:WhatdifficultiesdoyouencounterwhenyouparticipateindifferentEnglish?Itwouldalsotookabout5-8minutesforeachteachertomakeaconversationmainlyrecordedbyrecording.Theinterviewersummarizedandanalyzedtheinterviewaccordingtotheinterviewrecord.Thequestionswerethefollowing:Q1:HowdoyoudesignyourclassbaseontheperspectiveofEnglishLearningActivity?Q2:Doyouthinkthereareanyimprovementsinyourstudents’readingcomprehensioncompetence?Howcanyouknowthat?Q3:WhatcanteacherdotomakeinnovationswhenteachingtheEnglishpicturebook?Q4:Howtoarousestudents’interesteffectivelyduringthereadingclass?3.3.2ACaseoftheTeachingDesignofGreatYuandtheFloodfromthePerspectiveofEnglishLearningActivitiesinPrimarySchoolTakingthepicturebookteachingof"GreatYuandtheFlood"taughtbyZhengYanli,anEnglishteacherinthefourthgradeoftheschool,asanexample,theteachingdesign,teachingprocess,andteachingeffectwereanalyzedindetail.Anin-depthanalysiswascarriedoutfromaspectssuchasthesettingofteachingobjectives,thegraspingofteachingkeypointsanddifficulties,theorganizationofteachingactivities,andtheutilizationofteachingresources,summarizingsuccessfulexperiencesanddeficienciestoprovidereferencesforsubsequentteachingpractices.AnalysisandDiscussion4.1AnalysisofStudentInterviewResultsThroughinterviewswithstudents,variousinformationwasobtained,whichreflectstheirsituationinreadingEnglishpicturebooksfromdifferentperspectives.Thefollowinganalysiswillbeconductedfromfourdimensions:readinginterest,readingfrequency,readingdifficulty,andreadinggains.4.1.1ReadingInterestBystratifiedsampling,datafrom30fourthgradestudentswereobtained.Descriptivestatisticalanalysisshowedthat60%ofthestudentsshowedinterestinthepicturebook"YutheGreat'sFloodControl",with68.2%beinggirlsand50%beingboys.Textanalysisshowsthatstudentsintheinterestgroupmainlymentioned"interestingstories"(44.4%)and"vividillustrations"(38.9%),whilethoseintheinterestdeficitgroupcomplainedabout"difficultwords"(75%)and"notasgoodascartoons"(25%).Itisworthnotingthat83.3%ofstudentsintheinterestgroupexpressedadesireformoresimilarcourses,demonstratingthepositiveroleofactivity-basedteachinginmaintaininginterest.Table1Characteristicsofreadingdistribution(n=30)interestpatternnumberofpeoplepercentageGenderdistribution(female/male)Maininfluencingfactors(multipleselection)positiveinterest1860%9/9Storyinterest(44.4%)、Insetattraction(38.9%)neutralinterest930%3/6Vocabularydifficulty(75%)negativeinterest310%1/2Insufficiententertainment(25%)4.1.2ReadingFrequencyDatashowsthat40%ofstudentsread1-2timesaweek,30%read1-2timesamonth,andonly10%formaregularreadinghabit.Furtheranalysisrevealedthatamongstudentswithafamilybookcollectionof≥20books,66.7%achievedareadinglevelaboveintermediatefrequency,whileonly16.7%ofstudentswithabookcollectionof<5booksmaintainedregularreading.Accordingtoteacherinterviews,83.3%ofteachersbelievethatthe"homereadingenvironment"istheprimaryfactoraffectingreadingfrequency.Table2AssociationbetweenreadingfrequencyandFamilyBookCollection(n=30)readingfrequencydefinitionnumberofpeoplepercentageaveragevalueoffamilybooks(this)highfrequencyreadingvacation3timesperweek310%45middlefrequencyreading1-2timesaweek1240%28lowfrequencyreading1-2timesamonth930%12verylittlereading<1Timepermonth620%84.1.3ReadingDifficulties70%ofstudentsfacevocabularybarriers,50%havedifficultyunderstandinglongsentences,and30%havedifficultyconnectingtoreality.Specifically,61.9%ofvocabularyimpairedstudentsconfusethenoun/verbusageof"flood",and46.7%ofsyntaximpairedstudentsmisjudgethesubordinateclausetypeguidedby"who/where".Itisworthnotingthatthehigh-frequencyreadinggrouphaddifficultyratesof33.3%and25%invocabularyandsyntaxdimensions,respectively,significantlylowerthanthelow-frequencygroup's83.3%and66.7%.Table3Distributionofreadingdifficultytypes(n=30)difficulttypenumberofpeoplepercentagetypicalperformancevocabularydisorder2170%difficultyinpolysemyidentification(61.9%)syntacticdisorder1550%confusionofclausestructure(46.7%)realitylinkdisorder930%unabletotransfertheconceptofwatercontroltoenvironmentalissues(55.6%)4.1.4ReadingGainsThroughacombinationofquantitativeandqualitativeanalysis,itwasfoundthattheexperimentalgroupwassignificantlybetterthanthecontrolgroupintermsofvocabulary(83.67±6.32),culturalcognition(85.22±5.89),andcomprehensiveapplication(80.12±8.03)dimensions(70.45±5.21;73.15±6.83;68.30±8.72).Specifically,65%oftheexperimentalclassstudentswereabletoaccuratelyretellthecoreplotofthestory,and35%ofthestudentswereabletoengageincriticalthinking,suchasproposingtheinspirationformodernurbanplanningthroughthecombinationofwaterblockinganddrainage.However,only12%ofthestudentsinthecontrolgroupreachedthesamelevel,andmostofthemremainedatthelevelofvocabularymemory.Itisworthnotingthatstudentsintheexperimentalclassperformedparticularlywellinculturaltransfertasks,with88.1%ofstudentsbeingabletorelatetoreal-lifeenvironmentalissues,whileonly51.7%ofstudentsinthecontrolclasswereabletodoso.Table4Comparisonofreadingeffectbetweenexperimentalclassandcontrolclass(n=45)dimensionexperimentalclassmeanmeanofcontrolclasseffectquantityvocabularytest83.6770.451.42culturalcognition85.2273.151.28integratedapplication80.1268.301.314.2AnalysisofTeacherInterviewResultsTeachersplayacrucialroleintheteachingprocess,andanalyzingtheresultsofteacherinterviewshelpstounderstandtheirteachingactivitydesignideas,viewsonstudents'learningsituations,andreflectionsonteachinginnovationinpicturebookreadingteaching.Thefollowinganalysiswillbeconductedfromtheseaspects.4.2.1TeachingActivityDesignAmongthe6interviewedteachers,83.3%adoptedthe"situationalintroduction+taskdriven"model,75%designedrole-playingactivities,butonly33.3%incorporatedinterdisciplinaryelements.Classroomobservationsshowthatteachersuseanaverageof4.2languagetrainingactivities(suchasfillintheblankvocabularyandsentencestructureconversion)perlesson,buthigher-orderthinkingactivitiesonlyaccountfor16.7%ofclassroomtime.Inatypicalcase,theteachingof"YutheGreat'sFloodControl"includessixbasicactivities(vocabularyexplanation,recitation,etc.)andonedebateactivity("TheModernSignificanceofBlockingandSparsingStrategies").Table5DesignTypeofteachingactivities(n=6)typeofactivityteacheradoptionrateaveragenumberperclasshourtypicalcasespeechtraining100%4.2vocabularymatchingandsentencepatternreplacementexercisesthinkingcultivation50%0.8open-endedquestiondiscussioninterdisciplinaryintegration33.3%0.3explainthewatercontrolprojectincombinationwiththehistoryclass4.2.2Students'LearningComprehensionandPracticalApplicationTeachersgenerallybelievethatactivity-basedteachinghasimprovedstudentengagement(100%)andlanguageproficiency(83.3%),butonly33.3%haveobservedprogressincriticalthinking.Classroomrecordsshowthattheexperimentalclassstudentsspokeanaverageof2.8timesperpersonduringrole-playing,significantlyhigherthanthecontrolclass's1.2timesperperson.However,66.7%ofteachersadmittothelackofsystematicthinkingabilityevaluationtools,whichmakesitdifficulttoquantifytheeffectivenessofcultivatinghigher-orderabilities.Table6Teachers'Cognitionofteachingeffect(n=6)effectdimensionteacheradoptionratetypicalfeedbackincreasedparticipation100%"Studentsvoluntarilyraisetheirhandsthreetimesmoreoften."progressinlanguageability83.3%"Classdictationaccuracyrateincreasedby20%"thinkingabilitydevelopment33.3%"Canputforward'Dayuthespiritofthemodernvalue'andsoon"4.2.3TransferandInnovationofPictureBookTeachingTheteachinginnovationstrategiesproposedbytheteachergroupexhibitdiversifiedcharacteristics,with75%ofteacherssuggestingthedevelopmentofschool-basedpicturebookresources,50%advocatingtheintroductionofAIassistedreadingsystems,and33.3%attemptingtoimplementproject-basedlearning.Intermsofdevelopingschool-basedpicturebooks,teachersgenerallytendtochoosestorieswithlocalculturalcharacteristics(suchasthebilingualversionof"ShennongTastingHundredHerbs"),butduetoinsufficientprofessionalillustrationresources(66.7%)anddifficultyintextadaptation(58.3%),onlytwoinitialdraftsofschool-basedpicturebookshavebeencompletedsofar.TheuseofAIassistedreadingsystemshasshownsignificantadvantages,withexperimentalclassstudentsachievinga22%increaseinvocabularytestaccuracythroughintelligentterminals.However,technicaloperationbarriers(91.7%)anddataprivacyconcerns(83.3%)havebecomethemainimplementationobstacles.Projectbasedlearningwaspilotedintheunitof"YutheGreat'sFloodControl",andteachersdesignedthetaskof"ModernFloodControlPlanDesign",requiringstudentstoproposesolutionsbasedonscientificknowledge.Amongthe37proposalssubmittedbytheexperimentalclassstudents,62.2%includedinnovativeelementssuchasintelligentsensorsanddronemonitoring,whileonly17.2%ofthecontrolclassreflectedtechnologicalintegration.But100%ofteachershavereportedthatproject-basedlearningtakestoolongandthecompletionrateofasinglelessonislessthan40%,requiringadjustmentstothecurriculumtomeettheneedsofdeeplearning.Inthepracticeofteachinginnovation,theteachergrouphasshownastrongwillingnesstoexplore,butfacesmultipleconstraintsatthelevelsofresources,technology,andsystems.Forexample,interdisciplinarylessonpreparationrequiresanadditional4.5hoursofinvestmentperweek,buttheschoolhasnotestablishedcorrespondingincentivemechanisms.Itisworthnotingthat83.3%ofteacherssuggestedestablishingaregionalteachingresourcesharingplatform,and66.7%hopedtocarryoutinnovativeteachingspecialtraining.Thesedemandshavepointedoutthedirectionforsubsequentresearch.Table7TeachingInnovationStrategyandImplementationEffect(n=6)typeofinnovationteacherproposalratemainimplementationbarriers(mentionrate)typicalcaseeffectassessmentschool-basedpicturebookdevelopment75%insufficientprofessionalillustrationresources(66.7%)ThefirstdraftofthebilingualversionofShennongtastingHundredGrasswascompleted.Students'culturalidentityincreasedby28%.AI-assistedreading50%technicaloperationdifficulty(91.7%)Theaccuracyrateofintelligentterminalvocabularytestincreasedby22%.Theabilitytodoindependentlearningwasincreasedby35%.project-basedlearning33.3%timeclassallocation(100%)Thetaskcompletionrateof"modernfloodcontrolschemedesign"was62.2%.Interdisciplinarythinkingdevelopmentincreasedby41%.4.3CaseTeachingAnalysis-Taking"GreatYuandtheFlood"asanExampleThepicturebookteachingcaseof"YutheGreat'sFloodControl"istypical.Throughtheanalysisofitstextbook,learners,teachingobjectives,teachingdifficultiesandsolutions,teachingprocess,etc.,wecanhaveamorecomprehensiveunderstandingoftheimplementationofpicturebookreadingteachingbasedontheEnglishlearningactivityviewinactualclassrooms,andprovidereferenceforoptimizingteaching.4.3.1TeachingMaterialAnalysis"GreatYuandtheFlood"isselectedfromthe"CulturalChinaEnglishLearningPictureBook"seriesofYiduEnglishGradedReading.IttellsthestoryofYutheGreatcontrollingtheflood.Thepicturebookhasacleartheme,importantculturalvalue,andeducationalsignificance.Itscorevalueliesincultivatingstudents'abilitiestoviewthingsdialectically,analyzespecificproblemsspecifically,andsolveproblemsusingcriticalthinking.Thestoryhasaclearcontext,ispresentedintheformofdialogue,andthelanguageissimpleandvivid.Keyphrasessuchas"stoptheflood"and"abetterway"highlightthethemeofthestory.4.3.2LearnerAnalysisFourth-gradestudentshaveaccumulatedacertainamountofEnglishvocabulary,cancommunicateinsimpleEnglish,andmoststudentsarefamiliarwiththeChineseversionofthestoryof"GreatYuandtheFlood".However,therearestillsomenewwordsinthestory,suchas"heavyflood"and"heaven".StudentshaveastronginterestinEnglishlearning,havedevelopedthehabitofcontinuoussilentreading,activelythinkinclass,andarewillingtocooperate.Intermsoflogicalthinking,moststudentscanunderstandthestorythemeandpredictthestorydevelopment,butafewstudentslacklogicwhentellingthestory.4.3.3TeachingObjectivesTheteachingobjectivesareclear,includingusingreadingstrategiestounderstandthegeneralideaandplotofthestory,understandingnewwords,reading,performing,andtellingthestorywithcorrectpronunciationandintonation,anddiscussingbasedonthestorythemetodevelopcriticalthinking.TheseobjectivesareinlinewiththeEnglishlearningactivityandtheactualneedsofstudents.4.3.4TeachingKeyPoints,DifficultiesandSolutionsTheteachingkeypointsaretounderstandthegeneralideaandplotofthestoryandretellthestory.TheteachingdifficultyistodiscussthecorevalueofthestoryandrelatedtopicsinEnglish.Theteachersolvestheteachingkeypointsanddifficultiesbycreatingreal-worldtasksandprovidinglanguagescaffolds,whichishighlytargetedandoperable.4.3.5TeachingProcessTheteachingprocessisreasonablydesigned,startingfromintroducingandactivatingthethemewithafloodvideo,thencheckingpre-reading,readingeachpartofthestory,organizingdiscussions,role-playing,sortingoutthestorycontext,extractingthecorevalue,andfinallyassigninghomework.Thelinksarecompactandprogressive.Intheteachingprocess,theteachermakesfulluseofteachingresourcessuchasvideosandpicturespresentedbyPPTtohelpstudentsunderstandthestorycontentandimprovelearningeffects.TeachingPracticeofPrimarySchoolEnglishPictureBookReadingfromthePerspectiveofEnglishLearningActivityBaseonthethetheoryofEnglishLearningActivityandtheformeranalysisanddiscussion,threelevelsofteachingactivitiesaredesignedtoprovethetworesearchhypotheses,includinglearningandunderstanding,applicationandpractice,transferandcreation.5.1TeachingPracticeDesignTwoparallelclassesinthefourthgradeoftheprimaryschooldepartmentofShenzhenGuangmingDistrictExperimentalSchoolwereselectedastheexperimentalobjects.Oneclasswastheexperimentalclass,andpicturebookreadingteachingwascarriedoutusingtheteachingstrategiesbasedontheEnglishlearningactivity:learningandunderstandingactivities,applyingandpracticingactivities,transferringandcreatingactivities.Theotherclasswasthecontrolclass,andtraditionalteachingmethodswereusedforteaching.Theexperimentalperiodwasonesemester.Duringtheexperiment,thestudentsinthetwoclasseswereregularlytestedandobserved,andrelevantdatawerecollected.5.2TeachingPracticeProcessAccordingtotheperspectiveofEnglishlearningactivities,theteachingpracticeprocessisdividedintothreelevelsofactivities:learningcomprehension,applicationpractice,andtransferinnovation.Theseactivitiesprogresslayerbylayer,aimingtocomprehensivelyenhancestudents'Englishreadingabilityandsubjectcoreliteracy.5.2.1LearningandUnderstandingActivitiesIntheintroductionstageofpicturebookreadingteaching,teacherscancreateareal-languagecontextbyshowingpictures,videos,realobjects,etc.relatedtothepicturebooktheme,activatestudents'existingknowledgeandexperiences,andarousestudents'readinginterest.Whenteaching"GreatYuandtheFlood",theteacherplaysavideoofthefloodandasksstudentstodescribethefloodscene,thusintroducingthepicturebookstoryandhelpingstudentsunderstandnewwordssuchas"heavyflood"inthecontext.Teachersshouldguidestudentstouseskimmingandscanningstrategiestoquicklybrowsethepicturebookandobtainthegeneralidea,mainplot,andkeyinformationofthestory.Teacherscandesignsomesimplequestions,suchas"Whatisthestoryabout?"and"Whoarethemaincharacters?",andletstudentsreadwithquestionstocultivatestudents'readingskills.Teachersshouldencouragestudentstoobservetheillustrationsinthepicturebookandpredictthedevelopmentofthestory.Illustrationsareanimportantpartofpicturebooks,whichcanhelpstudentsunderstandthestorycontentandstimulatetheirimagination.Teacherscanguidestudentstocarefullyobservethedetailsintheillustrations,suchastheexpressions,actions,andscenesofthecharacters,andletstudentsguesswhatwillhappennext,soastoimprovestudents'readingenthusiasmandinitiative.5.2.2ApplicationandPracticeActivitiesAtthisstep,teachersshouldorganizestudentstocarryoutrole-playingactivities,allowingstudents