A Study On The Use Of English Textbook Illustration Of PEP Edition In Primary School

Illustration is one of the important parts of teaching materials,which should be paid attention to by teachers and students.To improve the distribution of textbook illustrations,this study through literature analysis,questionnaire investigation,interview method,classroom observation and other research methods,to understand the primary school English teaching material the use of illustrations in teaching present situation,from two aspects of teachers and students present situation analysis,find out the illustrations in the teaching of primary school English teaching materials in question and reason analysis,in view of the problem put forward the corresponding countermeasures and Suggestions,so as to improve the ability of teachers using textbook illustration teaching and students’ ability of using the textbook illustrations to learn.First of all,the author has consulted the literature related to textbook illustrations in the past40 years,analyzed and combed these literature,understood the development status and trend of the current textbook illustration research,and found out the research Angle of this topic.Secondly,the author conducted a survey on the use of illustrations by teachers and students using PEP version of primary school English teaching materials,which was carried out from three aspects:questionnaire survey,interview survey and classroom observation.The questionnaire is divided into teacher’s questionnaire and student’s questionnaire.The students’ questionnaire was carried out from four dimensions: attention,satisfaction,usage and effect.The subjects of the interview and classroom observation were teachers and students of W primary school in Gao ’an City,Yichun City,Jiangxi Province.The survey results show that teachers and students are highly satisfied with the quality,quantity,and color of the textbook illustrations in this version.They also have a clearer understanding of the status of textbook illustrations in primary school English teaching.In addition,the survey results also show that this version of textbook illustrations can attract students’ attention,students are also willing to extract useful information from the illustrations,and the use of textbook illustrations by teachers in the classroom has also brought good teaching results.But at the same time,there are some problems in the use of textbook illustrations,which are manifested by teachers ’insufficient understanding of the functional role of textbook illustrations,teachers’ low use rate of textbook illustrations,teachers ’high dependence on multimedia teaching and students’ illustration of textbooks Consciousness of using is weak,students do not use illustrations in teaching materials frequently,and students do not combine illustrations with learning.In view of the above problems,the author has analyzed the reasons and put forward three countermeasures and suggestions from the following two aspects in combination with the actual situation:On the one hand,it is to improve the efficiency of teachers’ use of teaching materials and illustrations.First of all,teachers should dig up illustration resources to give full play to the functional role of textbook illustrations,understand that textbook illustrations not only have the role of assisting the introduction of new lessons,but also improve students ’comprehensive language ability,develop students’ reading ability,and help students internalize language use.And improve the writing ability of students;secondly,teachers need to improve the teaching skills of illustrations and improve the efficiency of using illustrations in textbooks;finally,teachers should also correct their attitudes,correctly handle the relationship between the use of multimedia technology and illustrations in textbooks,and understand the In the teaching process,both multimedia technology and textbook illustrations can play a good auxiliary role.Teachers should make reasonable use of these two resources,give full play to their advantages,let them serve the classroom,and then achieve the purpose of improving English teaching..On the other hand,under the guidance of teachers,students’ use efficiency of illustrations in teaching materials is improved.First of all,teachers should consciously let students look at and use pictures in the classroom,cultivate students’ awareness of using pictures,and perceive the relationship between pictures and text;secondly,teachers should teach students the basic methods of reading pictures and help students establish awareness of illustration exploration,Improve the efficiency of the use of illustrations in teaching materials by correctly guiding students;Finally,teachers should help students to establish a correct awareness of the use of illustrations,and consciously combine illustrations with learning,so that students can combine their own illustrations to train English listening ability,oral expression ability,reading Ability and writing ability.