研究发现，教师虽然在教学活动中或多或少采取一些培养学生思维品质的教学方

Research has found that although teachers adopt more or less teaching methods to cultivate students' thinking quality in their teaching activities. In the teaching of English picture books in elementary schools, teachers use methods such as picture tour and picture classification to cultivate the logic of students' thinking; through predicting the plot of the story, questioning, and discussing, they cultivate the critical thinking of students; and use innovative activities such as The methods of adapting short stories, performing shows, and drawing mind maps cultivate students' creativity in thinking. However, due to the influence of test-oriented education, teaching time, and the teacher's own reasons, the quality of students' thinking in the teaching of English picture books for elementary school students is not optimistic, especially in the critical and innovative training of students' thinking. Teachers also have the following problems when cultivating students' thinking quality in picture book teaching: teachers do not have a good understanding of thinking quality, insufficient attention is paid to the importance of cultivating students' thinking quality in picture book teaching, and teachers are cultivating students' thinking quality There is a lack of in-depth understanding of picture books and teaching materials. At the same time, the author puts forward some reference suggestions based on the development of the quality of thinking in the teaching of English picture books in primary schools in order to improve the teaching of English picture books in primary schools.

The study found that although teachers more or less take some teaching methods to cultivate students' thinking quality in teaching activities. Teachers in primary school English drawing teaching, the use of picture tour, picture categorization and other methods to cultivate the logic of students' thinking, through the prediction of storyline, questioning, discussion and other ways to cultivate students' thinking critical, after reading the link using innovative activities such as adaptation of small stories, performance shows, drawing thinking map way to cultivate students' thinking innovation. However, due to the impact of examination-based education, teaching time, teachers themselves, the quality of thinking of primary school students in English drawing teaching is not optimistic, especially reflected in the critical and innovative cultivation of students' thinking. Teachers also have the following problems in the cultivation of students' thinking quality in the teaching of drawing books: teachers do not know the quality of thinking in place, pay insufficient attention to the importance of cultivating students' thinking quality in the teaching of drawing books, teachers lack of in-depth understanding of the quality of thinking of students. At the same time, the author combined with the primary school English drawing book teaching thinking quality training situation put forward some reference suggestions with a view to improving the primary school English drawing book teaching.

It is found that although teachers adopt more or less some teaching methods to cultivate students' thinking quality in teaching activities. In primary school English picture book teaching, teachers adopt the methods of picture tour and picture classification to cultivate students' logical thinking; they cultivate students' critical thinking by predicting the plot, questioning and discussing; and they cultivate students' innovative thinking by using innovative activities such as adapting stories, performing shows and drawing mind maps after reading. However, due to the influence of exam oriented education, teaching time and teachers themselves, the situation of students' thinking quality in picture book teaching is not optimistic, especially in the cultivation of students' critical and innovative thinking. Teachers also have the following problems when they train students' thinking quality in Picture Book Teaching: teachers don't know enough about the thinking quality, they don't pay enough attention to the importance of cultivating students' thinking quality in picture book teaching, and they lack of in-depth understanding of picture book teaching materials when they train students' thinking quality. At the same time, the author puts forward some reference suggestions to improve the primary school English picture book teaching.<br>