绘本作为语文学科重要的辅助教学材料，已经被广大教育者认可。相比于呆板的语文课本，绘本以生动的故事，简洁优美的语言，富有意境的内容吸引着低年级学生。本研究采用行动研究方法，选取了中国农业科学院附属小学二年级C班的学生为研究对象，进行了为期5个月的研究，主要针对学生现有写话水平的评估、绘本写话融入语文课堂的实施过程以及效果。在研究过程中，结合了文献研究、文本分析、调查问卷等多种方法，对绘本融入低年级语文教学做了较为系统完整的分析评判，对绘本融入教学的教学准备、策略组合及其效果也作了一定的分析评估，以期改善未来语文教学中对于绘本的运用。笔者研究了有关于绘本教学的理论及实践，通过对学生的问卷调查和访谈结果发现学生的写话存在某些实际问题，根据语文学科理论基础以及绘本教学相关理论，制定了行动研究计划，并进行教学实施，教学后进行多角度反思，完成了整个行动研究。本研究发现：绘本融入文课堂教学能让学生提高写话水平，能够为小学语文写话教学提供有价值的思路和参考；同时，学生在绘本教学中能极大激发学习兴趣，培养创造力和合作能力。但是，绘本融入的前期准备和策略，都应该结合教学实际不断加以完善，对此，本研究也提出了一些初步设想。

Picture bookshave been recognized by a majority of educatorsas an important auxiliary teaching material for Chineseteaching. Compared with rigid textbooks, picture books attract junior students with their vivid stories, concise and beautiful words and artistic imagination. In the presentresearch, the students of Class 3 in Grade 2of the Primary School affiliated to the Chinese Academy of Agricultural Sciences were selected as a research objects, and a five-month research was carried out for them, the main purpose of which was first to evaluate the students'current speech-writing level, then to evaluatetheeffect of integrating picture-book into ‘short Chinese-writing teaching’ (or writing words) for the students in the lower grade, especially the effect of differentintegratingtechniques and their possible combination. In the course of the present research, we adopted varied research methods, including literature research, text analysis, questionnaires, etc., but the most important and basic approachwasthe action research which will put our teaching into practice and improve it after first success. We make a more systematic and complete analysis and evaluation of the integration of picture books into short Chinese-writing teaching for the lower grades. We make a certain analysis and evaluation of the preparation, techniques combination and effect of this integration, with a view to improving the use of picture books in futurewritingteaching. Wefirststudied the relevanttheories and practice of picture book teaching and integrating, then started ouraction research by finding outactual problems in our students'writing through questionnaires and interviews. According to the theoretical basis of Chinese teaching and that of the picture book teaching, we formulated the action research plan and carried it out. After two rounds of action, wealso made a multi-angle reflection completing the whole action research. The present research finds that the integration of picture books into short Chinese-writing can help students improve their writing level and provide valuable words and inspiration for them, under the condition that proper integratingtechniquesand combinations are used. At the same time, interest in learning and writing in the junior students can be greatly stimulated. This integratingprocess also cultivates their creativity and cooperative ability. However, the preparations and techniquesfor the integration of picture books should be constantly improved in the light of these teaching practices.