Emphasis was placed on the English curriculum concept in the "Compulsory Education English Curriculum Standards (2022 Edition)", highlighting the theme driven selection and organization of curriculum content. The selection of course content should follow the principle of Bacon forging the soul, enlightening and enhancing wisdom, closely related to real life, reflecting the characteristics of the times and new social developments. At the same time, focus on three major thematic categories: human and self, human and society, and human and nature. The organization of course content is guided by themes, combined with different types of discourse, incorporating learning requirements such as language knowledge, cultural knowledge, language skills, and learning strategies, presented in unit form. This learning method based on thematic meaning exploration helps cultivate students' autonomous learning ability and promotes their wholehearted engagement and thinking.

Exploring the Current Status of Theme Meaning

The importance of thematic significance in primary school English teaching was emphasized, and it was pointed out that teachers should create relevant contexts, explore cultural information, develop students' thinking qualities, and guide students to engage in open exploration and autonomous construction. At the same time, it is pointed out that the exploration of thematic significance is often overlooked in practical teaching. It is proposed that teaching design should be based on students' life experience, learning activities should be directed towards problem-solving, and evaluation design should promote students' reflection and value judgment. Finally, specific lesson examples were used to demonstrate how to implement thematic meaning exploration in picture book teaching.

Teaching background analysis

An in-depth analysis was conducted on the suitability of the 7th level picture book "Lazy Lily" as teaching material for "Multidimensional Reading". It was pointed out that the content of the picture book revolves around Lily's household chores, involving themes such as family life, self growth, and parent-child relationships. Text analysis reveals the main content, writing intention, and narrative structure of picture books, emphasizing their educational value in cultivating students' labor consciousness and expression ability. The learning situation analysis section points out that although sixth grade students have experience in reading picture books, they need guidance from teachers to improve their ability to summarize and organize information. A survey of students' life experience shows that there are communication problems between students and parents. Therefore, teachers have set educational goals and designed reading activities to promote students' active expression and empathy, in order to improve communication with parents.

Teaching Case Analysis

Through teaching case analysis, this paper explores how to integrate thematic meaning exploration into the design of primary school English picture book reading teaching. In the design process, teachers first adjust the theme of picture books from parent-child relationships to cultivating good living habits and health awareness, in order to promote students' deep learning. Teaching design includes adjusting the order of text interpretation, designing problem chains, and evaluating activities. Teachers use a picture tour format to create suspense by adjusting the order of pictures, stimulate students' interest in reading, guide them to fully immerse themselves in the story plot, and become participants in the story. The problem chain design closely revolves around the theme meaning, guiding students to think and discuss from different perspectives, and form their own viewpoints. The design of classroom evaluation activities aims to cultivate students' labor skills and correct values, allowing them to experience changes in the protagonist's attitude through practical operations, and achieve deep thinking and learning.