在经过对案例研究的分析讨论后，可得到下面两个结论：

1.以学生为出发点。只有充分考虑学生的知识存储，技能，水平，学习兴趣，生活经历以及生理和心理特征，该教学方法才能有效的提高学生综合运用语言你能力。

2.以教学目标为基础。教师只有在明确了自己的教学目标后，才能有效地结选择合适的绘本进行文本再构以达到教学目的。

毕业论文关键词： 文本；再构；绘本；小学；英语教学 

Contents

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

1. Introduction

1.1 Background information

Contrary to the traditional view that the role of English textbooks is to regulate the teaching content and teaching methods, the new one advocates that textbooks are to serve as the main teaching resources, the “cultural intermediary” for students’ development and the topic for conversations between teachers and students, thus teachers should use textbooks to teach rather than teach textbooks. ( Zhu Pu, 2008) One way to use textbooks is to reconstruct the texts. As a creative text-processing approach, it refers to 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. Then, how to reconstruct texts may be a heated area needed English teachers to explore.