Investigation And Research On The Current Situation Of Illustrations In Chinese Textbooks In Primary Schools

llustration is a language assistance system central very important Of this,There are a large number of textbooks,especially in the low text of primary school language,open the textbook to see a large number of illustrations.These illustrations contain and condense a great deal of information.Rich in content,involving many knowledge points.In addition,these illustrations are bright,colorful,various,very beautiful and interesting.These large illustrations are good to develop students' ability to extract information,analyze information,ability to understand,expression abilityaesthetic abilityIt's very helpful.It has a positive effect on students' learning to break through the heavy and difficult points,teachers to achieve teaching goals and improve teaching quality.So teachers and students should attach great importance to it。But in practice,the textbook illustrations are not available full utilization.According to this question,the author has carried on the investigation and research to the unified edition elementary school language low paragraph text illustration use.First of all,the author classifies the illustrations in the first and second grade textbooks of primary school Chinese according to the number of illustrations,the type of illustrations,the content of illustrations,and the function of illustrations.In the number of illustrations,emphasis is placed on the analysis of the total number of illustrations in the model text in the lower paragraph,the total number of illustrations after class and the proportional relationship between the number of illustrations and the number of texts.In the type of illustrations,the illustrations in the text are statistically classified around the three dimensions of physical,descriptive and comic;in the content of the illustrations,the illustrations in the text are classified according to the five dimensions of character illustrations,story plot illustrations,animal and plant illustrations,natural phenomenon illustrations,and illustrations of precious cultural relics of places of interest.finally,in the function of the illustrations,the illustrations are statistically classified according to decorative illustrations,explanatory illustrations,and training illustrations.Then,iselect a primary school in Chengdu 200 teachers and 40 students askedsubjects of volume survey and interview survey.Around three dimensions: teachers and students' cognition of illustrations,teachers and students' use of illustrations,teachers and students' evaluation of illustrations,the investigation and research were carried out.The main findings of the study are as follows(1)Teachers have little knowledge of the number classification,content classification,type classification and function classification of illustrations in teaching materials(2)Teachers and students pay little attention to illustrations in teaching materials,and illustrations do not play their value(3)The use of illustrations by teachers and students in a single way,stick to the rules,not fully exploitedvalue of this resource.(4)The existing theories give teachers and students less guidance on the use of illustrations in teaching materials.Finally,this study focuses on the characteristics of the illustrations in the lower teaching materials combined with the problems found in the investigation process to obtain the corresponding countermeasures(1)Led by illustrations.Make clear the concept of illustrations,sort out the quantity classification,content classification,type classification and function classification of illustrations in teaching materials,and lay the foundation for teachers to use illustrations flexibly.(2)In view of the investigation problems,the countermeasures and suggestions are put forward one by one around the number,type,content and function of illustrations,so as to improve the use of illustrations in the teaching process and improve the efficiency of teachers in classroom teaching.(3)Based on students,taking illustrations as an opportunity to cultivate students' interest in learning Chinese and promote the formation of students' Chinese literacy。...