英语绘本因图文并茂、通俗易懂的特点引入小学英语教学，已有诸多相关研究和教学实践展开，因此本文以学生为中心，调查研究小学生使用英语绘本的阅读体验情况，并分析和讨论阅读体验差异情况。本研究采用问卷调查法，对北京市某小学二年级到六年级共5个年级学生进行问卷调查，使用spss软件对调查数据进行统计分析，本文得出结论如下： 1.半数学生每天在家阅读英语绘本时间在半个小时以内，学生在阅读英语绘本上花费时间较少。但从学生的阅读专注度上看，学生都能够专注在英语绘本阅读上，而且在语言知识、人文知识和社会规则、自然科学知识等方面均有很大的收获，对英语绘本阅读持满意的态度，认为英语绘本题材新颖，对自己的英语学习有和视野拓展有帮助。对比传统的英语阅读，学生花费在英语阅读的时间更长，并表示英语绘本阅读比普通英语阅读更加投入，更易理解文章的主旨内容，学习英语更简单，而且英语绘本的题材更加有趣。 2.在年级与学生阅读体验的相关性方面，在阅读经验维度上，低年级的学生低于高年级的学生，可以说语言知识的习得、自然科学知识的习得、阅读策略的构建是随着年级的增长而增长，在专注度、人文知识和社会规则、满意感、收获感、恐惧感、趣味感方面，年级与其没有相关性。 3.在性别对学生阅读体验的相关性方面，女生的专注度高于男生，同时女生在阅读策略的建构方面和收获感方面也高于男生，而男生对英语绘本的恐惧感稍高于女生。 4.在成绩对学生的阅读体验的相关性方面。研究发现学生的英语成绩与学生对英语绘本阅读体验具有相关性，从整体上来看，成绩越高，英语绘本阅读体验越好。

The English picture book has been introduced into primary school English teaching because of its characteristics and readability. There have been a lot of related research and education practice. Therefore, this paper takes the students as the center to investigate and study their experience on reading English picture books, and analyzes the differences in their reading experience. In this study, a questionnaire survey was used to survey the students from grade one to grade six in a primary school in Beijing. The survey data were analyzed by SPSS software. And the conclusions were as follows: 1. Half of the students read English picture books at home less than three hours a week. The average time of reading English picture books at home is less than half an hour a day, which is not a long time. However, students are able to concentrate on English picture book reading, and have great gains for language, human knowledge and social rules, natural science and so on. They are satisfied while reading English picture books. And these books are helpful to broaden their vision. Compared to traditional English reading, students spend more time and get more input in English oicture book reading, because it is easier for them to understand the main content of the article and learn English. Besides, the theme of English picture book is more interesting. 2. In terms of the correlation between grade and students' reading experience, in the reading experiences dimensions (language knowledge, natural science knowledge and reading strategies), the lower grade students are lower than those of the senior grade. It can be said that the acquisition of language knowledge, natural science knowledge and the construction of reading strategies are increasing with the grade. And in grades are not related to the concentration, humanities knowledge and social rules, sense of satisfaction, sense of harvest, fear and interest. 3. In the relation of gender to students' reading experience, girls' concentration is higher than that of boys, while girls are also higher than boys in reading strategies and sense of harvest. Boys are slightly more afraid of English picture books than girls. 4. The relevance of the grade to the student's reading experience. The study found that students' English scores are related to students' reading experience in English picture books. From the overall perspective, the higher the score, the better the English picture book reading experience.