写作能力是语文综合能力的体现，是各年段学生必备的语文基本能力之一。本研究依托绘本，以提升小学低段学生写话能力为主要目标，进行了三方面实践：选取提升低段学生写话能力的绘本、进行低段绘本写话的教学设计与实践、分析本次实践研究的教学成效。 本研究以个案学校两个班级的82名学生为研究对象，进行为期3个月的绘本写话教学。依据本研究制定的选书标准选取6册绘本，进行了6次绘本写话案例实践；阅读并批改492份学生写话作品。本研究主要采用问卷调查法、访谈法和测验法来开展调查。先后两次对研究对象分别进行问卷调查和写话测试，从观察力、想象力和语言表达能力三个方面测查学生的写话能力，了解绘本写话教学成效。研究中对10余名学生进行访谈，获知他们的感受与收获。 在绘本选择研究方面，本研究规范了绘本选择流程，设计了基于写话能力的绘本选择框架。教师可以结合学生认知特点，写话教学目标，绘本自身特性等多维角度筛选合适的绘本。 本研究针对低年级学生观察力、想象力、语言表达能力提升进行了6次写话实践，完成了6篇教学设计。通过写话教学实践研究，发现提升低段学生写话能力的教学策略：利用仔细读图法提升学生的观察力，绘制插图法提升学生的想象力，对比炼字法提升学生语言表达能力。 绘本写话教学成效显著。通过对研究对象进行问卷调查，发现：学生的写话兴趣明显提高。通过对两次写话测试配对T检验，发现学生在观察力、想象力和语言表达能力等写话能力方面均有显著提升。本项研究为今后开展依托绘本进行的低段写话教学的实践提供了实证参考。

Writing ability is the embodiment of the comprehensive ability of Chinese and one of the basic abilities of students indifferent years. This study relies on picture books, aiming at improving the writing ability of low-level primary school students, and carries out three aspects of practice: selecting picture books to improve the writing ability of low-level primary school students, designing and implementing the teaching of low-level picture books, and analyzing the teaching effect of this practical study. In this study, 82 students from two classes in a case school were selected as the subjects for a three-month teaching of picture-book writing and speech. According to the book selection criteria established in this study, six picture books were selected to carry out six picture book writing cases, and 492 students'speech writing works were read and corrected. This study mainly uses questionnaire survey, interview and test methods to carry out the survey. Two questionnaires and speech writing tests were conducted on the subjects. The students'speech writing ability was tested from three aspects: observation, imagination and language expression ability to understand the teaching effect of picture book writing. In the study, more than 10 students were interviewed to learn their feelings and gains. In the research of picture book selection, this study standardizes the process of picture book selection, and designs a picture book selection framework based on the ability to write words. Teachers can select suitable picture books from multiple perspectives, such as students'cognitive characteristics, writing teaching objectives, and the characteristics of picture books themselves. In this study, six teaching designs were designed to improve the observation, imagination and language expression abilities of junior students, and six writing sessions were carried out. Through the study of writing teaching practice, we find the teaching strategies to improve the low-level students'writing ability: using careful reading to improve students' observation, drawing illustrations to enhance students'imagination, and contrasting with word refining to improve students' language expression ability. The teaching effect of picture book writing is remarkable. Through questionnaires, it is found that the students'interest in writing has increased significantly. Through two paired T-tests, it is found that the students'ability of observation, imagination and language expression has been significantly improved. This study provides an empirical reference for the future practice of teaching low-paragraph writing based on picture books.