在当前学生的视觉素养与阅读能力发展越发受到国内外重视的背景下，绘本阅读教学已经进入研究学者和一线语文教师的视野，并获得2022版《义务教育语文课程标准》对其地位和价值的肯定。但绘本运用于小学语文阅读教学实践中还存在诸多问题，其根源之一是教师在绘本阅读教学设计层面存在一定缺陷。

本研究以北京市五城区调研数据为例，针对小学语文绘本阅读教学设计进行探究，核心问题为：目前小学语文绘本阅读教学设计的现状如何、存在什么问题，怎样有针对性地改进小学语文绘本阅读教学设计？子问题包括：其一，对小学语文绘本阅读教学设计展开调研，应当采用一套怎样的分析与评价框架？其二，小学语文教师进行绘本阅读教学设计的基本情况与全过程的现状是怎样的？其三，目前小学语文绘本阅读教学设计存在什么问题？其四，如何优化小学语文绘本阅读教学设计？

本研究采用混合研究方法，运用文献研究、问卷调查、访谈、文本分析的方法。首先，基于理论与实践依据，将小学语文绘本阅读教学设计分为前端分析、教案设计、评价改进三个阶段，构建小学语文绘本阅读教学设计的分析框架。其次，基于分析框架，本研究对北京五城区有绘本阅读教学经验的小学语文教师展开调研，共收集128份有效问卷、6份访谈数据、12份教学设计文本，从教师的主观认知和文本的客观呈现角度对教师的绘本阅读教学设计现状进行调查。最后，根据现状调查的发现，总结小学语文绘本阅读教学设计存在的问题，并针对问题提出具有实践意义的改进策略。

研究发现，小学语文绘本阅读教学设计的教师队伍整体专业化程度较高、主观认识与客观呈现存在一致性与差异性矛盾，同时绘本阅读教学设计还存在一些突出问题，主要包括三个方面：教师教学设计的基本情况反映的问题、教师教学设计的全过程所反映的具体问题、由于教师外部环境和自身差异所导致的差异化问题等。针对上述问题，本研究进一步从教师层面、学校层面与社会层面提出改进策略，其中教师需从自我学习、提升本领、反思实践、积极合作入手进行内部提升，学校需从正视绘本、减轻压力、提供资源、交流培训的角度唤醒教师的设计活力，社会层面需要学生家庭、绘本出版商、教育部门合力形成绘本阅读教学的整体生态。

Under the background that the development of students' visual literacy and reading ability is increasingly valued at home and abroad, picture book reading has entered the vision of researchers and Chinese teachers, and its status and value have been affirmed by the 2022 edition of the Chinese Curriculum Standards for Compulsory Education. However, there are still many problems in using picture books in elementary school Chinese reading teaching practice, one of the root causes of which is that there needs to be improved in the instructional design of teachers' picture book reading instruction.

This study explores the instructional design of Chinese picture book reading in elementary schools using research data from five urban areas in Beijing. The core questions are: What is the current status of the instructional design of Chinese picture book reading in elementary school? What are the problems, and how can they be improved meaningfully? Sub-questions include: First, what kind of analysis and evaluation framework should be used to investigate the instructional design of Chinese picture book reading in elementary school? Second, what is the current status of the basic situation and the whole instructional design process of Chinese picture book reading by elementary school teachers? Third, what are the problems in the instructional design of Chinese picture book reading in elementary school? Fourth, how can teachers' instructional design be improved for Chinese picture book reading and teaching practice in elementary school?

This study adopts a mixed research approach, using literature research, questionnaires, interviews, and text analysis. First, based on theoretical and practical grounds, the analysis framework of Chinese picture book reading instructional design in elementary school is constructed by dividing the instructional design into three stages: front-end analysis, teaching period plan design, and evaluation and improvement. Secondly, based on the analysis framework, this study conducts research among elementary school Chinese teachers with experience in picture book reading in five urban areas of Beijing. 128 valid questionnaires, 6 interview data, and 12 instructional designs are collected to investigate the current situation of teachers' Chinese picture book reading instructional design from the perspectives of teachers' subjective cognition and objective presentation. Finally, based on the findings of the status quo survey, this study summarizes the problems of Chinese picture book reading instructional design in elementary school and propose improvement strategies with practical implications.

The study finds that the overall professionalism of the teacher team of Chinese picture book reading instructional design is high, and there is consistency and variability between subjective and objective findings, while there are still significant problems with picture book reading instructional design.. The main problems include three aspects: the problems reflected in the basic situation of teachers' instructional design, the specific problems reflected in the whole process of teachers' instructional design, and the differentiation problems caused by teachers' external environment and their own differences. To address these problems, this study further proposes improvement strategies at the teacher level, school level, and society level, in which teachers need to improve internally through self-learning, solidifying their skills, reflection and practice, and active cooperation; schools need to awaken teachers' design dynamics from the perspective of valuing picture books, reducing pressure, providing resources, and communication and training; and society needs the cooperation of students' families, picture book publishers, and education departments to form an ecology of picture book reading instruction.