Research On The Teaching Design Of Images In Primary Chinese Teaching

Since the age of images,the power of images has spread in all aspects of social life.In primary Chinese teaching,images are becoming an indispensable resource for teaching.With the help of the slide show,the image shows the appearance of the world.Moreover,as teachers and students gradually use and rely on images in the classroom,images may also become the way of understanding,expression and existence of people in the age of images.These may provide a promising picture for the teaching of image reconstruction.This study takes Chinese language teaching in elementary schools as an entry point,and attempts to explore the possibility of new theories and new development for teaching.This research focuses on three core questions: How do images exist in classroom teaching? How do teachers understand the images that exist in classroom teaching? What is the instructional design of images in classroom teaching?Under the guidance of a mixed research methodology,this research studies the normal Chinese language teaching in Gaoshan Elementary School and the video of primary school Chinese teaching on the platform of "one teacher,one excellent class,one teacher per class",by field research and quantitative statistics.This study uses classroom observation,interviews,and physical collection methods as the data collection methods,and analyzes the use of images in Chinese language teaching in primary schools based on the teaching purpose,teaching content,and teaching process.Pictures are the objective existence of images in teaching,and the basic content of images participating in teaching.Based on the data analysis,this study summarizes the basic types of teaching pictures,depicting the basic characteristics of teaching pictures in the use of Chinese language teaching in primary schools,including large number of pictures,variety of subjects,single carrier,short time,mainly from the Internet and the difference of the years.The basic characteristics of images come from Chinese teachers' teaching understanding of images.The teaching function of images has become the basic clue of the use characteristics of teaching images.Chinese teachers have a rich understanding of the teaching function and value of images.Based on the analysis of field observations and teacher interviews of daily Chinese lessons in Gaoshan Elementary School,this study found that primary school Chinese teachers generally agree that language is the core of the language curriculum.Teachers use images consciously to promote students' understanding of language.Images constitute a visual channel for human growth and development.The image learning process of students is the process of transforming objective external material images into inner mental images in their minds.The expression of language is the process of transforming the inner spiritual image into language.Therefore,the educational value of images shows in three aspects: images build human visual cognition,graphic interaction promotes understanding of meaning,and images represent the return of life experience.In primary Chinese teaching,the use of images has different methods,strategies and mechanisms.The methods of using images include six basic types: viewing,describing,comparing,drawing,imagining and recalling.According to the purpose and order of use,these image usage methods constitute two types of teaching strategies: image perception and graphic transformation.Teachers guide students to use images,following the teaching mechanism of input,decomposition and integration.