introduction

Explored the application of bidirectional integration teaching strategy in primary school English picture book teaching, emphasizing the establishment of a bidirectional relationship between reading and writing to enhance students' English reading and writing abilities. Teachers guide students to internalize knowledge through picture book contexts, content, and structure, and achieve knowledge transfer and innovation through writing tasks. At the same time, teachers and students jointly participate in the analysis and evaluation of assignments to reflect on reading effectiveness and promote understanding. The curriculum emphasizes the complementary nature of reading and writing skills. However, there are problems in current teaching such as over reading and over writing, disconnection between reading and writing, and single evaluation. To address these issues, the author proposes to adopt a two-way integrated teaching strategy to promote the comprehensive improvement of students' reading and writing skills and self-learning abilities.

Practice of Teaching Strategies for Bi directional Integration of Reading and Writing

In depth exploration of the practical application of the two-way integration teaching strategy for reading and writing primary school English picture books. Firstly, the importance of achieving deep integration in reading and writing teaching was emphasized, pointing out that teachers should position integration points from three aspects: situational intention, content structure, and language expression, in order to promote students' deep processing of reading materials. Specifically, it includes:

Suggestions for the effective implementation of the two-way integration teaching strategy for reading and writing

Four suggestions have been put forward for effectively implementing the two-way integration teaching strategy of primary school English picture book reading and writing: 1 Teachers should reasonably choose picture books that match cognitive emotions, language, and topics, and develop a picture book system suitable for reading and writing courses; 2. Teachers need to improve their ability to interpret texts, scientifically design reading and writing integration activities, guide students to internalize language and find imitation points; 3. Teachers and students jointly build a reading and writing evaluation system, allowing students to participate in the formulation of evaluation standards and improve their initiative in learning; 4. Teachers should avoid increasing students' learning burden and integrate picture book reading and writing strategies into the main textbook teaching to enrich students' reading experience.

conclusion

The integrated teaching strategy of picture book reading and writing is of great significance for cultivating the core literacy of primary school students. By providing real language learning situations, it promotes students' autonomous learning, knowledge construction, and learning ability improvement. At the same time, exploring the significance of the theme can help enhance students' cultural awareness and character, while exploring and improving the composition can promote students' reflection on the correctness and innovation of the language logic and viewpoints in picture books, and improve their thinking ability.