The Research Of Illustrated Design On The Nine Grades Chemistry Textbook

Textbooks reflect the curriculum standards of thought and ideas, is a core part of the thecompulsory education curriculum reform.As an important part of the textbook,the illustrationshave been paid more and more attention.Meanwhile, in the picture reading times,students askfor more better illustrations.Therefore, this paper studies on ninth-grade chemistry textbookillustrations from the view of illustration design.In this thesis, based on the constructivism theory, dual coding, multimedia learningtheory, combing the study of the relevant literature, chemistry compulsory curriculumstandards,the various categories and functions of nine-grade chemistry textbook illustrationsand design principles of ninth grade chemistry textbook illustration such as clarity, scientific,times diversity, artistic and so on is summed.By comparative analyzing of the2012and the2001edition textbooks, based on designprinciples of illustrations which have been proposed, design changes and the status of current2012edition textbook’s illustration system is analyzed from both content and form, fiveangles of increase illustrations, deletion illustration, replace illustrations, revised illustrations,changing the physical properties of illustrations. The conclusions as following: Aftercombining the experience of eighth curriculum innovation，the nine grades chemistrytextbooks (PEP) was revised: the number and the size of illustrations have been enhanced,more time-spirits, artistic, scientific and so on have been presented. However, there existsome deficiencies, such as some of the illustrations on fuzzy, graphic separation.Based on the principles and illustrations analysis above, in this paper, the improvementof illustrated design is discussed mainly on two sides of content and form selection, in orderto provide a reference for further design optimization of illustrations in textbooks to improve the function of the textbook in teaching.