英语论文网

d themes can give English teachers more possibilities for teaching design.Finally,according to the requirements for English learning in primary schools putforward by the English curriculum standards,it can be found that this goal can be wellachieved through picture book teaching.The research on English picture bookteaching can provide more choices of teaching activities for primary school Englishteaching.This has a very important practical significance.

Chapter 2.Literature Review

2.1 Definition

2.1.1 Definition of Picture Books

This concept is originated in Japan at first.Some researchers call it“English PictureBook”,some call it“children’s English book”,and some call it“Big Book”.(HuChenxiao,2012)Perry Nordlman makes a general overview of all kinds of picturebooks about different ages.He mentioned for the first time the relationship between“pictures”and“words”in a addition to elaborating the creative designtechniques,literary features and picture feature of the book.For him the relationshipbetween the two is not subordinate to each other,but complementary,together as akind of“language”for the picture book.To some extent,it helps the readers toseparate the drawing book from the general picture book.In Japan,Mr.Matsumoto,the father of the picture book,listed two concise formulas:“word x picture=illustration book”.By comparing the formulas of“picture book”and“illustrationbook”,we can see that the book is not a simple list of pictures and words,but an art ofstorytelling through the interweaving and interaction of two medium in differentdimensions through painting and writing.The presentation of the formula express themeaning of“drawing book”more intuitively and vividly from the objective aspect.Maybe it sounds like a hint fiction with some colorful pictures.Pictures are more thanwords,and can be imitated by sound and intonation.It is an artistic life.It is atheoretical and philosophical book.

2.2 Major Supporting Theories

2.2.1 Cognitive Development Theory

According to Piaget the cognitive development of children is different at everystage of intelligence development.He divides the cognitive development of childreninto four stages:the senor motor stage is from birth to the awareness of acquiringlanguage(aged 0-2);the pre-operatioal stage begins when the child begins to try tocommunication at the age of two and with continuous development until the age ofseven;the concrete operational stage begins between the ages of and even;the formaloperational stage lasts from adolescence to approximately 15-20.In term of Piaget’stheory of cognitive development stage,children between the ages of 7 and 11 are inthe stage of concrete operational stage.During this period,the development ofchildren’s abstract logical thinking has not yet developed totally,and vision is themost intuitive way for children to perceive things.Picture books are based on the“picture”and the perfect combination of vision and hearing.Picture books are in linewith the characteristics of primary school students’perception,understanding andthinking development,and have unique advantages in promoting the development ofstudents’emotions,cognition and ability in primary school.

In the teaching of primary school,teachers need to use a lot of pictures,charts,objects to help children establish the appearance of specific image thinking,because itis often more difficult f本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。