近年来，英语学科核心素养成为了学界关注的焦点。如何在听说读写各教学环节中落实核心素养，全面提升学生的语言能力、文化品格、思维品质和学习能力，是当前英语教学研究领域的主要问题。而阅读教学又是其中一个重要组成部分。传统英语阅读教学以提升学生英语阅读能力为核心目标。在新时代的教育改革背景下，教师应调整教学思路，以更为全面的阅读素养发展作为学生的培养目标。当前，仅靠英语教科书的教学已满足不了中小学生英语阅读素养提升的需求。为此，一些英语阅读研究领域的专家建立了契合中国学生英语阅读发展的中小学英语分级阅读体系，推荐了不同年级不同水平学生的分级读物。为促进学生养成良好的阅读意识与习惯，更科学地掌握阅读策略与方法，许多一线教师也在探索英语阅读教学中不断前行。英语绘本，作为分级阅读体系中的初级读物，其鲜活的语言以及强烈的视觉感、故事感和韵律感非常符合英语阅读初期学生的语言发展特点。一些研究表明有效的英语绘本阅读可以促进学生的阅读能力发展。本研究将通过英语绘本阅读教学的行动研究进一步探讨其对提升小学生英语阅读素养的重要价值。 小学三、四年级被教育工作者称为学习的“分水岭”，具有承上启下的重要作用，提升这一阶段学生的英语阅读素养可以为日后英语阅读学习打下坚实基础。因此，本研究将以S小学三、四年级学生为研究对象，采用行动研究为主，问卷调查、个人访谈为辅的方式进行研究。主要问题是小学英语绘本阅读教学如何提升学生的英语阅读素养及其成效。整个行动研究历时16周，主要分成三轮：第一轮是英语绘本阅读教学的尝试摸索阶段，通过采用当前较为盛行的三种不同的英语阅读教学模式进行初步探索，通过课堂观察和课后反思，甄选较为适宜的教学模式；第二轮是调整改进阶段，聚焦于不同主题的绘本阅读教学；第三轮是综合提升阶段，解决学生课外英语阅读不足的问题，并运用之前总结而成的教学设计流程进一步面向难度级数更高绘本进行阅读教学。另外，在行动研究前还进行了三、四年级学生的阅读品格现状调查，后期则选取了英语成绩优等、中等和后进三名学生作为个案进行访谈，全方位探究英语绘本阅读教学给学生带来的体验和作用。 研究结果发现，参与绘本阅读教学组的学生初始阅读品格整体状况略低于该校三、四年级平均水平，经过16周的英语绘本阅读教学后，学生的英语阅读品格获得改善。通过英语阅读能力测试成绩的前后比较，以及与四年级英语平均成绩最好的班级学生所组成的对照组学生进行平行比较，发现学生的英语阅读能力获得提升。综合来看，英语绘本阅读教学可以提升小学生英语阅读素养。从个人访谈结果来看，英语绘本阅读教学对不同层次学生产生的成效不一。 基于量化数据和质性资料的结果分析，从以下两个方面讨论了对提升小学生英语阅读素养的建议。 提升小学生英语阅读品格的建议：第一，呵护学生的英语阅读自信；第二，关注学生元认知能力的提升；第三，在学习时间有限的状况下，课外英语阅读时间保持在20-30分钟为宜。 提升英语绘本阅读教学质量的建议：第一，依据学生差异设置多层次的阅读教学活动，使不同层次学生都能学有所获；第二，抓准英语绘本语言、图画和文化特色提升课堂阅读教学效果；第三，辩证看待英语绘本阅读教学中学生的动态变化，教师一方面要鼓励学生持续努力，滴水穿石，另一方面要引导学生学会调整阅读策略跨越学习高原期；第四，充分利用现代技术手段优化英语阅读素养评价，真正实现从阅读能力评价到阅读素养评价的转变。

English core literacy has become a focus in recent years. The main problem in English teaching field is how to implement the core literacy into all aspects of listening, speaking, reading and writing, thus making the overall improvement of students’ language ability, cultural quality, thinking quality and learning ability. Reading teaching can be considered as an important part of it. In the past, teachers mainly aimed at improving students’ English reading ability while now teachers should adjust their ideas and take the development of reading literacy as their teaching goal. Teaching by using English textbooks alone cannot meet the need of promoting English reading literacy among primary and secondary school students. For this reason, some experts in the field of English reading research have established a graded reading system which suits the development of Chinese students’ English reading. It offers graded reading books according to students’ different levels. In order to let students establish good reading habits and master reading strategies more scientifically, many teachers are exploring various methods of English reading teaching. English picture books, as the early reader series in graded reading system, are in line with the language development characteristics of students in the early stage. Vivid language, pictures, stories and rhythm can highly draw students’ attention. Some studies have shown that English picture-book reading plays a significant role in the development of students’ reading ability. This study will further explore the importance of English picture-book reading teaching in improving English reading literacy of primary school students. The third and fourth grade in primary schools are called “Watershed” by educators. They form a connecting link between the preceding and the following learning. Upgrading students’ English reading literacy in this stage can lay a solid foundation for future English reading and learning. Therefore, the study chooses students of grade three and four in the primary school as main research subjucts. Action research is used as the main method while questionnaire surveys and personal interviews are used as supplementary methods. The main question is how to improve students’ English reading literacy through English picture-book reading teaching in the primary school and the effectiveness. The entire action research lasts 16 weeks and is divided into three rounds. The first round is the trial and exploration phase. The initial exploration is conducted through the adoption of three different types of English reading teaching models that are currently prevalent. By classroom observation and the reflection, a more appropriate teaching model is selected and used in the following rounds. The second round is the adjustment and improvement phase, which focuses on the instruction designs of different thematic picture-book reading teaching. The third round is the integration and promotion phase. On the basis of teaching in class, the study solves the problem of insufficient reading in extracurricular time. Meanwhile, the study further explores the teaching instruction for picture books with higher levels. In addition, the third and fourth grade students need to complete a survey concerning their reading qualities before the action research. At the end of the study, three students with high, middle and low grades are interviewed. The study finds that the overall initial reading quality of students participating in the picture-book reading teaching group is slightly lower than the average level of the third and fourth grade’ students in this school. After 16 weeks of English picture-book reading teaching, students’ English reading quality is improved. After comparing scores of English reading ability tests before and after, as well as the comparison with students in the control group, it is found that students’ English reading ability is improved. In a comprehensive view, English picture-book reading teaching can improve primary school students’ English reading literacy. Besides, from the perspective of individual interviews, it has different impacts for students at different levels. Based on the analysis of the quantitative data and qualitative data, the following two aspects are discussed to enhance students’ English reading literacy. Research suggestions for improving primary students’ English reading qualities are as follows: Firstly, protect students’ confidence in English reading. Secondly, pay attention to developing students’ metacognitive ability. Thirdly, it is more appropriate to maintain reading time in 20-30 minutes per day if students have a finite amount of learning time. Research suggestions for improving the quality of English picture-book reading teaching are as follows: Firstly, set up multi-level reading teaching activities based on different students so that all students can learn something from the teaching. Secondly, teachers should stress the feature of English picture books, like langages, drawings and cultural characteristics, to enhance reading teaching in class.Thirdly, teachers should hold the dialectical view of the dynamic change of students in the course of English picture-book reading teaching. On the one hand, teachers need to encourage students to study hard continually. On the other hand, teachers should guide students to adjust reading strategies across the learning period. Fourthly, teachers should make full use of modern technology to optimize the evaluation of English reading literacy, and truly realize the transition from reading ability evaluation to reading literacy evaluation.