Research On Illustrations And Teaching Application Of Primary Chinese Textbooks Of Unified Education Press In Grade One To Three

As an important language teaching resource and aid system,illustrations have attracted the attention of front-line teachers and researchers.However,the research found that there is currently little research on the illustrations of primary school chinese textbooks of Unified Education Press,and the first-line primary school chinese teachers have not used them well.Therefore,it is especially important to study the chinese textbooks of Unified Education Press to improve the illustrations teaching ability of elementary school chinese teachers.Based on the theoretical development of cognitive development theory,visual culture theory,and art design theory,this study statistically analyzes the quantity,distribution,types,and characteristics of the illustrations of the primary textbooks in grades 1 to 3,and understands the basics of the illustrations of unified textbooks.Based on this situation,a classroom observation form and interview outline were developed,and two better primary schools were selected for a five-month field survey by sampling.The number of observation hours was 266,and 4 interviews,it aims to investigate the current teaching situation of primary school chinese teachers using illustrations in teaching.The study found that when teachers use illustrations to teach,they can take advantage of the vivid features of illustrations and introduce illustrations before classes to stimulate students' interest in learning;use the explanatory functions of illustrations to help students learn to spell,memorize phonetic sounds and chinese characters,and assist students in understanding key words and recapitulate articles;instruct students to observe the details of illustrations and develop observation skills;according to the types of illustrations,use the method of orderly observation of illustrations to train students' communicative competence and practice;play the promotion function of illustration after class,cultivate students' ability to continue writing.However,when teachers use illustrations to teach,there are still problems such as unreasonable time allocation and insufficient awareness of using situational illustrations for teaching.In order to improve the ability of frontline primary school Chinese teachers to use illustrations to assist in teaching,the following Suggestions are put forward for the teaching of five modules of Chinese phonetic alphabet,literacy,reading,oral communication and writing: In teaching of Chinese phonetic alphabet,teachers should improve the use of scenarios Awareness of illustrations;improving the timing of teaching with illustrations;helping students to identify phonetic shapes with the help of the intelligibility of illustrations.In teaching of literacy,teachers should take advantage of the intuitive characteristics of illustrations to teach literacy radicals and explain the culture of Chinese characters;use the aesthetic functions of illustrations to tap traditional culture;and use the characteristics of childlikeness in illustrations to design literacy games.In teaching of reading,teachers should play the role of illustrations in aesthetic education to arouse students' thinking and emotional resonance;use the illustration's explanatory function to help students understand the content of the text;use the aesthetic characteristics of illustrations to cultivate students' aesthetic ability.In teaching of oral communication,teachers should play the auxiliary function of illustrations to cultivate students' listening ability,clarify the requirements of oral communication and encourage students to speak boldly;use exaggerated and personified methods in illustrations to cultivate students' imagination.In teaching of writing,teachers should use bright and colorful illustrations to stimulate students' desire for practice;attach importance to the use of illustrations to train students' writing ability;play the role of illustrations to promote students' independent writing.