研究者通过观察所执教的小学中年级几个班的阅读状况时发现了一些问题：小学生阅读速度慢、阅读量少、阅读理解能力差、阅读兴趣不足，且阅读材料以故事类为主。而被研究者所在学校师生忽视的非故事类绘本包含各行各业的丰富词汇，篇章结构特征明显，涵盖丰富的知识内容，包含广泛的话题、题材和绘本类型，是充分利用语言的工具性特征获取知识、掌握阅读技能、培养科学语言等综合素养的载体。因此，研究者采用行动研究的方法运用非故事类绘本教学来提高小学生阅读素养；同时期望能提升教师非故事类绘本教学水平。本研究以深圳市某小学四年级某个班（约40人）为研究对象，每周一次课进行非故事类绘本教学。研究拟探讨非故事类绘本教学在提高学生阅读能力和激发阅读兴趣，培养其阅读习惯的有效性，得出有效的非故事类绘本教学的策略。 行动方案主要采用图片环游教学法、拼图阅读教学法、持续默读教学法和阅读圈教学法。在行动方案的第一阶段，主要采取图片环游的教学方式，增强学生非故事类绘本阅读的兴趣，发展学生阅读技能，形成阅读策略。第二阶段主要采取拼图阅读和阅读圈教学法，将阅读过程更多地转交给学生，发展自主学习、合作学习的能力。两个阶段都通过持续默读法利用课前5分钟阅读，培养学生阅读习惯。通过两轮行动研究，研究者收集了课堂观察、访谈、教师日志和测试的相关数据，结果表明，非故事类绘本教学对学生阅读能力有显著提高，并极大地激发了学生的阅读兴趣，逐渐培养了学生良好的阅读习惯。

The researcher has found several problems by observing middle grade students’ reading in the primary school: primary school students’ main problems in reading exist in slow reading speed, low reading quantity, poor reading comprehension, lack of reading interest and their reading materials are mainly stories. While the non-fictional picture books which are ignored by most teachers and students contain rich vocabulary from all walks of life and have very obvious text structure, also covering a wide range of knowledge content, including a wide range of topics and genres. Therefore, it is such a good language carrier for primary school students to make full use of the instrumental characteristics of language in order to cultivate comprehensive literacy such as acquiring knowledge, mastering reading skills, and scientific language. Based on the facts above, the researcher carries out an action research on non-fictional picture books teaching so as to improve the reading literacy of primary school students and hope to improve teaching ability on non-fictional picture books. In this study, a non-fictional picture book is taught once a week to the experimental subject; a class of about 40 students in the fourth grade at a primary school in Shenzhen. This study intends to explore the effectiveness of non-fictional picture book teaching in improving students' reading ability, stimulating their interest in reading, and cultivating their reading habits, and find some effective teaching strategies for this kind of books. The action plan adopts four teaching methods, namely Picture Walk, Jigsaw Reading, Sustained Silent Reading, and Reading Circle. In the first stage of the action plan, Picture Walk is mainly used to arouse students reading interest on non-fictional picture books, develop their reading skills and foster reading strategies. In the second stage, Jigsaw Reading and Reading Circle are the main teaching methods. The reading process is handed over to students to develop students’ independent learning ability and cooperative study. Students are encouraged to do Sustained Silent Reading for 5 minutes before class to develop their reading habits in both stages. Through two rounds of action research, the researcher concludes that non-fictional picture books teaching has significantly improved students' reading competence, as well as greatly stimulated students' reading interest, and gradually cultivated students' good reading habits.