Abstract
New curriculum standards require teachers to creatively use teaching material to meet the needs of practical teaching and student's existing level with the purpose to meet the different students, to match specific teaching situations, and to improve teaching effectiveness. As a creative use of textbooks, text reconstruction is the adaption, rewritten and integration of the textbooks to introduce vocabulary and sentence structures in a memorable and meaningful context based on characteristics of both teachers and students. As more and more teachers come to study it, text reconstruction through picture stories is one way to creatively use textbooks in primary school. With beautiful pictures, diversified subject and content, repeatability, authentic, concise and clear language, picture stories not only help primary students whose attention on studying is always short and motivation of learning English stimulated by the sense of vision and auditory, but also arouse students’ interest in real context, which are just what text reconstruction required. But even so, in the actual operation, because of the lack of certain theoretical guidance and practical experience of the system, English teachers reconstruct text through picture stories are facing with obstacles and problems. The text they reconstruct through picture stories can’t meet the actual needs of students to improve students' comprehensive language using ability.
This study is to further explore how to reconstruct texts through picture stories on the basis of previous researches and some principles and methods in pedagogy, Psychology, and applied linguistics through case studies of reconstructing texts through picture stories.
After discussion with case studies, following conclusions can be made:
1.To be based on students. Only fully considering students and be based on students, the storage of language knowledge, skills, level, learning interests, life experience and the physical and psychological characteristics can teaching meet the needs of students to effectively improve students’ comprehensive language ability.
2.To be based on teaching goals. Teachers need to choose appropriate picture stories to reconstruct in different types of texts with different teaching goals during text reconstruction through picture stories.
Keywords: text; reconstruction; picture stories; primary; English teaching
Contents
Abstract
摘 要
1. Introduction-1
1.1 Background information-1
1.2 Purpose and questions of the study-1
1.3 Organization of the thesis-1
2.-Literature review-3
2.1 Previous studies at home and abroad-3
2.1.1 Previous studies abroad-3
2.1.2 Previous studies at home-4
2.2 Text-5
2.2.1The definition of text-5
2.2.2 Analysis of English text in primary school-5
2.3 Text reconstruction-6
2.3.1 The definition of text reconstruction-6
2.3.2 Text reconstruction in primary school-7
2.4 Theoretical frame work for this study-10
2.4.1 Language input hypothesis-10
2.4.2 Constructivism theory-11
2.4.3 Situated learning theory-11
2.4.4 Cognitive theory-11
3. Application of text reconstruction through picture stories-13
3.1 Picture stories-13
3.1.1 The definition of picture stories-13
3.1.2 Characteristics of picture stories-13
3.2 Question-14
3.3 Methods-14
3.4 Discussion with case studies-14
3.4.1 Different types of texts-14
3.4.2 Interestingness-20
3.4.3 Repetition-21
3.4.4 Close to life-21
4.Conclusions-22
4.1 Major findings-22
4.1.1-To be based on students-22
4.1.2-To be based on teaching goals-22
4.2-Limitations and suggestions-22
References-23
