On Reconstruction of Text through Picture Stories in Primary School English Classes 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, persified 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.  47724

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

绘本再构文本在小学英语课堂中的研究

摘  要新课程标准要求教师能够创造性地使用教材，以满足不同的对象和具体的教学情况，结合实际教学序言和学生的现有水平， 提高教学有效性。 文本重构就是一种创造性使用教材的方法，以教师及学生的特点为基础，，对教材改编，调整，整合以便在有意义的情境下教学词汇及句型。 随着越来越多的老师开始研究文本重构，绘本开始成为一个新的文本再构载体出现在小学英语教学中。绘本精美的图片，多样化的主题和内容，真实担忧简洁简单的语言，以及其重复性不仅給那些注意力不容易集中且需要依赖不断刺激学习兴趣学习的小学生们享受视觉与听觉的盛宴，并且激发起对应于学习的兴趣。绘本的特点也正好与文本再构相吻合。但是，在实际教学中，因为缺乏一定的理论指导及实践系统，英语老师们总会在使用绘本进行文本再构是遇上这样那样的问题。通过再构的文本也并不能满足学生的实际需求，达不到提高学生综合运用语言能力的目的。

该研究旨在综合分析并利用前人研究的基础上，进一步运用教育学，心理学以及运用语言学的一些原理，通过对使用绘本进行文本再构的实力研究，进一步探索如何对小学英语教材使用绘本进行文本再构。