關(guān)于自然拼讀教學(xué)的研究——基于國內(nèi)外

1、北京理工大學(xué)珠海學(xué)院2020屆本科生畢業(yè)論文A Study on Phonics Teaching Based on the Analysis of Domestic and Foreign Phonics Textbooks1A Study on Phonics Teaching Based on the Analysis of Domestic and Foreign Phonics TextbooksAbstractPhonics is a teaching method used by English-speaking children to learn spelling skills

2、. After children master the rules of phonics, they need a lot of practice to consolidate the knowledge. In order to consolidate learning, picture books are the first choice reading materials in line with childrens cognitive habits.With the popularization of the phonics teaching in China, picture boo

3、k teaching materials are also showing prosperity in the domestic market. There are many picture books imported from abroad in the market, as well as some picture books made in China. Under this situation, parents and teachers may easily get confused when choosing textbooks for phonic learning. A goo

4、d textbook plays a vital role in teaching. Therefore, to understand the characteristics of domestic and foreign picture books is of great significance to the development of phonics teaching in China.This paper attempts to make a comparative analysis of domestic and foreign phonics teaching materials

5、, so as to find ways to promote the effective use of phonics textbooks combined with authors practical experience. The author makes analysis from the three aspects of theme, text and illustration, aiming to study how to use phonics textbooks to achieve the optimization of teaching effect.Keywords: p

6、honics, childrens English picture books 關(guān)于自然拼讀教學(xué)的研究基于國內(nèi)外自然拼讀教材的分析摘 要自然拼讀法又稱“Phonics”， 是用于以英語為母語的孩子在學(xué)習(xí)英語拼讀過程中的一種教學(xué)方法。孩子們在掌握自然拼讀的規(guī)律之后，需要大量的練習(xí)進(jìn)行鞏固。為了鞏固學(xué)習(xí)，繪本是符合兒童認(rèn)知習(xí)慣的首選閱讀教材。隨著自然拼讀教學(xué)法在國內(nèi)的推廣，其相關(guān)繪本教材也在國內(nèi)市場呈現(xiàn)一片繁榮景象。市面上有不少從國外引進(jìn)的繪本教材，也有國內(nèi)原創(chuàng)的繪本教材，家長和教師在選擇教材時容易迷茫，無從下手。一本好的教材，在教學(xué)中起著至關(guān)重要的作用。因此，了解中外繪本教材的特點，對我國的自然

7、拼讀教學(xué)的發(fā)展具有重要的意義。本論文旨在對國內(nèi)外繪本教材進(jìn)行對比分析，結(jié)合實際教學(xué)，尋找促進(jìn)自然拼讀法在教學(xué)中達(dá)到有效運用的方法。本文主要從題材、文字和圖畫三方面來對比分析，研究自然拼讀法教學(xué)過程中如何使用繪本達(dá)到教學(xué)效果的最優(yōu)化。 關(guān)鍵詞：自然拼讀法；兒童英語繪本IIContentsAbstract摘 要Introduction11 The Connection between Phonics and Its Textbooks21.1 Teaching with Picture Books22 The Analysis of Domestic and Foreign Textbooks i

8、n Theme32.1 Rich and Various Subjects32.2 Based on Childrens Life Experiences42.3 Different Focuses in the Textbooks42.4 Different Expression under the Same Theme53 The Analysis of Domestic and Foreign Textbooks in Text63.1 Clear and Easy to Understand63.2 Grammar Points63.3 Different Choice of Sent

9、ence Patterns74 The Analysis of Domestic and Foreign Textbooks in Pictures84.1 Similar Color Selection and Preference84.2 Providing Clues to the Reader95 The Effective Use of Textbooks in Phonics Teaching125.1 Matters Needing Attention for the Class125.2 Using Picture Books to Strengthen English Pro

10、nunciation 135.3 Using Picture Books to Build Reading Interest145.4 Using Picture Books in Moral Education15Conclusion16References17Appendices18Appendix A18Appendix B19Acknowledgments20IntroductionPhonics is a common teaching method for children in English-speaking countries when they begin to learn

11、 English. After the acquisition of phonics, the children can pronounce new words by phonics spelling rules, and write down the words when they hear as most of the words in English satisfy the spelling rules. In recent years, phonics teaching has become popular in China. Learning phonics can help stu

12、dents develop the ability of spelling words, English listening and speaking, so as to improve their reading speed and fluency, and finally develop the language sense of English reading, thus improving the ability of reading comprehension. In phonics teaching, English teaching materials occupy an imp

13、ortant position. As for a child who has an infinite imagination for the world, it is easy to make them bored and have rejection of study if the textbooks follow the same pattern. Under this situation, picture books have become the mainstream of phonics teaching. The teacher can set up different teac

14、hing links according to the characteristics of the students, and turn abstract and boring phonetic learning into vivid and interesting dynamic picture book stories. Therefore, to understand the characteristics of textbooks and fully explore the teaching value is of great significance to phonics teac

15、hing. This paper aims to analyze domestic and foreign phonics textbooks from the three aspects of theme, text and illustration, and study how to optimize the use of phonics textbooks. The author selected six series of phonics textbooks that are representative in phonics teaching, 64 phonics picture

16、books in total, suitable for children aged 3-7. 32 of them are from domestic Beijixing Level Reading - level 1（北極星分級閱讀）and Childrens English Enlightening Picture Book（幼兒英語啟蒙繪本）, and other 32 are from foreign Pearson Level Reading（培生分級閱讀）and Snapdragon Series in Oxford Reading Tree - level 1&2（麗聲妙想分級

17、閱讀）. (See the appendices.)This paper adopts the method of documentationandinductiveanalysis, combined with an innovation project named “JM English drama class”（劇萌英語戲劇課堂）as the practical basis. The project is to develop students phonics and reading skills by establishing training classes, which provi

18、des much practical guidance for the paper. After study of domestic and foreign phonics textbooks, it can be seen that picture books can not only teach children pronunciation rules, but also tell theminteresting stories, understand the inspiration of stories, and also receive aesthetic education, whi

19、ch greatly reflect the educational function of English subject in the new curriculum standard.1 The Connection between Phonics and Its Textbooks1.1 Teaching with Picture BooksIn the process of language acquisition, the key to learning is language input. The process of English learning is actually ab

20、out continuous input of English information. Meanwhile, the premise of efficient English learning is a large amount of English input. As for English learners, reading is one significant way to take information input. Before children start reading independently, English picture book reading is an int

21、eresting and great way of inputting English. Words can form a sentence, and sentences can form a paragraph, then a article is created. If you want to understand an English article, you must have a decodingabilityfor these words and information. Since phonics is the best way to decode words for begin

22、ning readers, it is a method for teaching reading and writing of English by developing English learners phonemic awareness. Phonics, is used in English-speaking countries for children in learning English spelling, as well as a common teaching method for children in English-speaking countries when th

23、ey begin to learn English. Phonics establishes the correspondence between sounds and the spelling patterns. Children can identify the pronunciation rules of 26 letters and their letter combinations by learning the direct link between letters and its sound-spelling patterns. After children acquire ph

24、onics, they can read the words at the moment they see and write then down when they hear. Since most words in English conform to this spelling rule, by reading picture books, children can acquire the pronunciation of English alphabet in a funny and effective way. Hence, phonics teaching obviously do

25、es benefit for English beginners.Definitely, it is important to use textbooks correctly in teaching process. Without text materials, phonics teaching can not improve students reading and comprehension ability very well. Therefore, teachers can integrate picture books reading into phonics teaching. T

26、hen children can read the words according to the phonics rules, and comprehend words by the pictures in the material. In this way, children can achieve a sense of accomplishment and find pleasure in reading. Picture book teaching is actually a mode of story-based teaching. Combined with vivid charac

27、ters and a storyline of ups and downs, picture books are conductive to stimulate and keep childrens interest in reading. The combination of phonics teaching and picture books will definitely improve childrens reading skills.2 The Analysis of Domestic and Foreign Textbooks in ThemeIn contemporary lit

28、erature, a theme is a central topic in a narrative article. As for a picture book, the story theme is an important content of its book design. Picture theme is closely related to the content of picture book and the overall design of picture books. Picture books with different themes have diverse cha

29、racteristics in its design of picture and overall styles. Also, the choice of theme has a direct impact on childrens reading interest.Combining with the documentation and the authors practical teaching experience, it can be seen that there are three main characteristics of childrens favourite pictur

30、e books: First, the theme must be interesting. As for children, the delights of the theme increase childrens enthusiasm for reading and their interest in picture book reading. Secondly, children prefer to understand the theme of stories that are close to their real life. And children are more easily

31、 to resonate with such stories. Thirdly, children prefer stories with rich content. Such stories make them more focused and less bored. Based on the above points, this chapter will mainly analyze the characteristics of domestic and foreign picture books from the aspects of theme distribution, theme

32、characteristics, and different story lines under the same theme.2.1 Rich and Various SubjectsPicture books are a form of childrens literature, telling stories through pictures and words. In order to attract childrens reading interest, the picture book must first clearly express the content of the st

33、ory, and secondly, the described story can attract childrens attention and arouse their interest. Through literature analysis and the authors teaching experience, children prefer storybooks with more substantial content and more rich story scenes. As picture book stories allow children to know the w

34、orld through reading, a rich story content can greatly attract childrens attention. Among the 64 picture books selected, whether from domestic or foreign, the picture books story content is substantial, including four categories: life story, fantasy story, animal story and fairy tale. Different kind

35、s of themes can stimulate childrens reading interest, which is also a great advantage of picture book reading as phonics teaching.2.2 Based on Childrens Life ExperiencesAs for children, they can use their own experience to understand the storyline if it is based on peoples daily life, which is condu

36、cive to deepening childrens understanding of the whole story. In addition, if the children have the same or familiar experience with the hero of the story, the children can better understand the emotions expressed in the story. By analyzing the themes of domestic and foreign picture books, it can be

37、 seen that the theme of life story accounted for a large proportion, 41% of the 32 foreign picture books (see chart one). It took materials from the childrens daily life so as to let children find a sense of resonance, focusing on the expression of naive childlike love and affection, love and friend

38、ship, and aspects of life philosophy. As for Chinese picture books, the theme of life story accounts for 50%, also focusing on love and affection, gratitude and life philosophy. From the above analysis, we can see that both Chinese and foreign picture books pay more attention to whether the stories

39、in picture books can reflect real life.Chart One2.3 Different Focuses in the TextbooksAccording to the chart above, it can be seen that foreign textbooks focus on cultivating the childrens creative thinking. Although life story accounts for a large proportion in the chart, the proportion of fantasy

40、story and other subjects is relatively average. Chinese textbooks, however, are more likely to write stories familiar to childrens daily life, aiming to stimulate the resonance of children, so that the children can have emotional resonance emotionally. 2.4 Different Expression under the Same ThemeCh

41、ildren can understand the storyline that is closer to the real life of children. If the storyline depicted in the story is too far from our real life, however, it will be difficult for them to comprehend and resonate emotionally. In foreign picture books, there are 13 life stories that unfold the st

42、ory from the perspective of daily life. Take some examples in foreign textbooks: The Naughty Hamster and The New Children tell some funny stories between the hero and his little friend; Hello! Grandma tells a story that a family went to visit their grandma by taking various vehicles, expressing love

43、 and kinship. Playing with friends, taking taxi and bus, are pretty common in childrens daily life. Also, Children have experienced family relationships, friendships, etc. The content of the story and the emotions expressed in the story are both closely attached to childrens true life.In Domestic pi

44、cture books, there are 16 life stories, a larger quantity. The stories are also based on the real life, but Chinese textbooks contain not only emotions but also moral cultivation. Take some examples in Chinese textbooks: Zob at School tells a story that a new student named Zob becomes popular among

45、classmates and teachers because of his intelligence and kindness at school. It teaches children to be friendly and learn from Zob to be a hard-working student. Mimi the Superhero tells a story that Mimi is a little girl who loves comic books. She painted herself as a superhero, but was ridiculed by

46、her classmates. In a fire accident, she saved everyone through her wit and won everyones praise. The story teaches children that everyone can be “hero” and students should learn from her courage and intelligence. As the analysis above, domestic picture books add some moral education in the story lin

47、e, making the life story more educational. Foreign textbooks use interesting story line to enhance the interest of reading. While Chinese textbooks not only aim to attract childrens interest in reading, but also focus on educational value and moral education. Under the same theme, the way of express

48、ion is different.3 The Analysis of Domestic and Foreign Textbooks in TextThe text in the picture book is an important part of phonics teaching. According to the literature analysis and the authors teaching experience, there are three main characteristics of childrens favorite picture books: First, w

49、hether it is consistent with the childs understanding ability. Children prefer stories that are easy to understand and use spoken language. Secondly, sentences should not be too long, and sentences that are too complicated will make it harder for children to understand the story. Lastly, children pr

50、efer interesting and diverse text forms. In picture book reading, children are more likely to be attracted by visually striking text forms. Diverse texts can focus childrens attention. This chapter will analyze the textual characteristics of Chinese and foreign picture books.3.1 Clear and Easy to Un

51、derstandThrough the analysis of 64 domestic and foreign picture books, it can be seen that, in both Chinese and foreign picture books, the texts are relatively plain and easy to understand, as they are close to childrens real life and of no deeper meanings in the sentences. In foreign picture books,

52、 81% of the picture book texts are relatively simple and clear. The sentences are relatively concise, and there are not too many modified words. 50% of picture books use spoken expressions that children often use in daily life, and 82% of picture books use words commonly used in daily life. In Chine

53、se picture books, 70% of the picture books focus on the simplicity of the text. 40% of the picture books use spoken expressions closer to childrens actual life. 65% of picture books use words that are commonly used by children, with few difficult words. Generally speaking, in both domestic and forei

54、gn textbooks, the texts of picture books and the choice of vocabulary are close to childrens real life, which is appropriate to their comprehensive ability.3.2 Grammar PointsIn the text of picture books, not only are there daily spoken English expressions, but also some grammar points that are worth

55、 taking as learning tasks. In both domestic and foreign textbooks, there are many sentence patterns made up of grammar points and phrases with great teaching significance. Take Chinese picture book A Day With Monster Toon as an example: the main sentence patterns in the text are “Have some.” and “Ho

56、w about some.?”. And take the foreign picture book The Naughty Hamster as an example: the main sentence patterns are “Where is.?”, “Can you.?” and “We can.”. With so many language points in the text, teachers can guide students to pay attention to these important sentence patterns, and set some task

57、s to deepen learning in the class, giving full play to the role of text in textbooks.3.3 Different Choice of Sentence PatternsThe choice and use of text refers to the type of text chosen by the creator of the picture book. According to the authors analysis, the way of text selection and sentence exp

58、ression of domestic and foreign picture books is different.As we all know, phonics teaching is used in English-speaking countries children in learning English spelling. Also, foreign textbooks is designed for students born as native English speakers. With the wide spread and development of phonics, Chinese students begin to learn phonics and use their foreign textbooks at first. However, there are some setbacks for non-native English speakers. Through Analysis, fo