| English textbook content mainly consists of text knowledge and illustrations,and junior high school English textbook illustrations of people education press are rich and colorful.Textbook illustrations is a kind of important teaching resources for teachers’ teaching and also important for students to learn.<<Compulsory Education Curriculum Standard>>(2011 edition)also encourages teachers to be good at using illustrations for teaching.It can be said that English textbook illustrations have an irreplaceable important role for junior high school students in basic education stage.The textbook has a large number of illustrations and beautiful colors.Teachers use illustrations to teach can make great contributions.However,there are not many related studies.Researcher input the relevant keywords and searched for them in CNKI and found that studies of textbook illustrations were mainly concentrated in the static theory analysis,including the function of the textbook illustrations,textbook illustrations’ category,textbook illustrations’ using strategies,problems during using the textbook illustrations,etc.There is not so much research on whether teachers use textbook illustrations to teach or not and how to use textbook illustrations to teach.So researcher use this as a starting point for research.In this paper,six classes of five English teachers in X Junior High School have been observed.Researcher interviewed teachers twice and the aim was to understand the use of textbook illustrations by teachers in real English teaching.If teachers use textbook illustrations for teaching? What are the reasons for using or not using the text illustrations? How do teachers use textbook illustrations for teaching? The research methods used by researcher includes text analysis,observation and interview.Researcher aimed to overview English textbook illustrations by text analysis.Researcher collected 19 teaching cases through 22 classroom observations to learn whether the English teachers in junior high school use textbook illustrations for teaching or not and how to use illustrations for teaching.Classroom observation goes on from vocabulary teaching,listening teaching,dialogue teaching,reading teaching,writing teaching and grammar teaching.In the process of analysis,11 teaching cases were enumerated,and the cases were taken from complete teaching cases according to six observation dimensions.Analysis dimension mainly includes:whether teachers use textbook illustrations for teaching,categories of illustrations that teachers use,present order of illustrations and text,strategies that teachers use illustrations for teaching,the problems during teachers use the textbook illustrations to teach,if teachers have added related illustrations etc.Through interviewing teachers and daily communication with teachers,researcher analyzed the reasons that teachers used or did not use textbook illustrations for teaching.Through the above analysis,it is concluded that :1.There are two levels of differentiation in teachers’ use of illustrations in textbooks;2.The teachers fails to use illustrations for teaching according to the actual situation;3.Teachers use textbook illustrations for teaching in a relatively simple way;4.Teachers use different illustrations of textbooks in different teaching content.In response to the above problems,the researcher puts forward corresponding englightenment:1.Teachers change their teaching concepts and learn new teaching techniques;2.Teachers should strengthen their understanding of the gradual development of students’ psychological development;3.Balance the age structure of teachers and increase the number of young teachers;4.The use of textbooks should be decided according to the actual situation;5.The use of textbooks and illustrations in a creative and multi-faceted manner;6.Teachers give consideration to basic knowledge teaching and ability enhancement. |
