Research On Illustration Cognition Of Pep Junior English Textbooks

A complete textbook system is mainly composed of complementary text knowledge and illustrations.With the development of textbook research,there are more and more types of illustrations in textbooks,which account for more and more proportion and use frequency.More and more attention has been paid to the study of textbook illustration,which has a lot of researches and practices in form,content and its role in teaching.Most of the previous researches on English textbooks focus on the text content of textbooks and the current situation of teachers' use of illustrations.Illustrations in English textbooks can not only help to understand the text,but also serve as a special image symbol.Only by understanding its cognitive rules and implicit information,can teachers and students better use illustrations in textbooks.The illustrations in the People's Education Publication of junior middle school English textbooks are rich and diverse,which are important teaching resources and important learning aids for students.The research on illustrations of textbooks for human education can improve the effectiveness of teaching and learning,stimulate students' learning motivation,and cultivate students' observation and reading ability.In this research,text analysis,questionnaire survey and classroom observation are adopted to analyze and study the English textbooks of junior high school in the PEP.According to the presentation form of illustrations of the English textbooks of junior high school in the PEP,classified statistics and text reading are carried out,and multimodal discourse analysis is adopted,based on the theory of dual coding and cognitive semiotics,this thesis analyzes the types,contents and positions of illustrations.This thesis also investigates the students and teachers' attitudes towards illustration,the illustration usage and cognitive psychology of the textbook illustrations according to the three cognition stages.This research classifies and counts the different forms between illustrations in five English textbooks published by the PEP.It is found that the number of illustrations in this set of textbooks is large,the colors are gorgeous,it is easy to attract students' attention and stimulate students' interest in learning,but the proportion of decorative illustrations and cartoon illustrations is too large.Through a questionnaire survey of teachers and students,the following conclusions are drawn:(1)both teachers and students satisfy the illustrations in this textbook,and can use illustrations to assist learning in English teaching and learning.(2)both teachers and students believe that illustration is important to promote students' effective learning.Illustration teaching can promote students' interest in learning English,helping students have a better understanding of the text,cultivating students' ability to observe and understand illustrations in English textbooks.(3)illustrations in English textbooks fail to form a logical system.Illustrations should present a unique cultural symbol to stimulate learners' cognitive psychology;(4)illustrations with Chinese cultural characteristics should be appropriately added to the design of illustrations in English textbooks to form the cognitive psychological consciousness construction of Chinese and western languages and culture.