视觉素养指阅读、思考并创作视觉资源或信息的能力，分为三个层次，即视觉感知能力、视觉理解能力和视觉创造能力。绘本是多模态资源的组合，涵盖多种体裁和文学风格。由于其文字和视觉元素的互动性，绘本成为儿童早期教育阶段常见的读写材料之一。虽然已有学者分别就视觉素养和小学绘本教学开展研究，但结合二者的界面研究仍为少数。因此，本研究基于小学英语绘本课中教师培养学生视觉素养的情况分析，探讨小学英语绘本教学是否以及如何发展学生视觉素养能力。

基于CEFR-VL理论和Callow（2008）提出的“Show Me”视觉素养评估框架，本研究尝试构建了适用于小学外语教学情境的视觉素养分析框架。研究采用质性研究方法，以30名小学英语教师的30节绘本录像课及其教学设计、学案、学生作品为研究材料，对收集数据进行转录、编码和分析，探究目前国内英语绘本课的整体教学情况和小学生视觉素养能力的发展情况，并分析和总结促进学生发展视觉素养能力的绘本教学策略。

研究结果表明：（1）所有课例教师都能够培养学生视觉素养能力。这些绘本课的教学内容、教学方法和教学理念分析表明教师能够在一定程度上有意识地引导学生感知和解读图文信息，关注视觉资源的隐含意义。部分教师过于强调显性语言知识、缺乏视觉语言知识、忽视视觉素养的重要性。（2）学生能够在教师的引导下通过英语绘本课发展视觉素养，尤其是视觉感知能力和视觉理解能力，但因缺少课堂创作和展示视觉作品的机会，视觉创造能力发展不充分。同时，由于缺少视觉语言知识支撑，学生对图像信息的解读和评价不足。（3）教师主要采用三种教学策略培养学生的视觉素养，即利用视觉刺激语言习得，调动学生多感官体验；适时为学生提供自主阅读和探究信息的空间；开展跨学科教学。该研究对于小学英语绘本教学和视觉素养培养有一定参考意义。

Visual literacy (VL) refers to the ability to read or interpret visual statements and to write or create visual statements, including the sub-competences of visual perception, visual interpretation, and visual production. Picture books are a form of multimodal ensemble that encompasses many genres and literary styles. Although scholars have conducted studies on VL and picture book teaching separately, there are still a few studies that combine the interface of the two. Therefore, this study aims to investigate the development of primary school students’ VL in English picture book lessons.

Based on the CEFR-VL framework and Callow’s (2008) Show Me framework, the study reconstructed the analytical framework for assessing visual literacy. This study adopted qualitative methods. Thirty video-recorded lessons instructed by thirty teachers and the instructional design texts of these lessons serve as the materials in this study. Under the analytical framework and open coding of observations and instructional design texts of the lessons, the current status of developing primary school students’ VL in China, students’ specific visual literacy competences, and teaching strategies conducive to cultivating primary school students’ VL are demonstrated.

The findings reveal that, firstly, concerning teaching content, teaching methods, and teaching beliefs, all the case teachers can develop students’ VL. They consciously guide students to perceive and interpret visual information to a certain extent, and to pay attention to the implicit meaning of visual resources. However, some teachers overemphasize explicit linguistic knowledge, lack visual linguistic knowledge, and neglect the importance of VL. Secondly, students develop VL in English picture book lessons, especially visual perception and visual interpretation, while visual production is underdeveloped due to the lack of opportunities to create and present visual works in class. Meanwhile, students’ interpretation and evaluation of visual resources are inadequate without sufficient instruction for visual language. Thirdly, teachers mainly use three teaching strategies to promote students’ VL, i.e., connecting language to visual stimuli and sensory experience; leaving space for self-reading and exploring; and crossing disciplinary boundaries. This study might provide implications for picture book teaching and the development of visual literacy in EFL contexts.