Investigation And Research On The Use Of Illustrations In Teaching Materials By English Teachers In Primary Schools

The textbook is mainly composed of textbook text and textbook illustrations.Textbook illustrations are the second language of textbooks.Textbook illustrations are an important tool for teachers to guide students to understand the content of the text,as well as an important content for teachers’ teaching.The "Compulsory Education English Curriculum Standards"(2011 edition)pointed out that students should learn with the help of pictures under the guidance of teachers.With the advent of the era of artificial intelligence,teachers’ teaching methods and students’ learning methods have become more diverse and convenient.The students’ requirements for the senses,the thirst for knowledge,and the innovation of teaching are more urgent.A single textbook illustration can no longer meet the teaching needs of the new era,but as an important resource closely related to the content of the text,the textbook illustration still has great significance and role as a first-hand resource for teaching and student learning.In this research,through a large number of literature searches,the author found that most of the research on textbook illustrations focused on static analysis of textbook illustrations,the functions of textbook illustrations,types of textbook illustrations,etc.,while the dynamic analysis of textbook illustrations was less and more concentrated.In the upper and middle grades of language digitization.Therefore,the author took the use of illustrations in primary school English textbooks as the research object,and took the Shanghai-teaching edition of Oxford primary school English textbook illustrations as an example to conduct research.This research mainly adopts the observation method.According to observation needs,9 primary school English teachers of different levels are selected.The classroom observation table is designed to observe and record mainly from the two aspects of primary school English teachers presenting textbook illustrations and teacher-student questions and answers in illustration teaching.Use quantitative and qualitative methods to sort out and analyze data,and summarize the similarities and differences in the use of textbook illustrations by primary school English teachers of different grades and levels.The interview method is mainly used as a supplement to the observation method.Nine primary school English teachers at different levels of low,middle and high levels are also selected to conduct topic interviews in terms of knowledge,use and attitude.Through the above research methods,the author discovered the merits and existing problems.The main problems include three aspects,namely the cognitive level,the ability level,and the interaction level.Specifically,teachers have weak awareness of using textbook illustrations,teachers’ vague understanding of the functions and types of textbook illustrations,teachers’ use of textbook illustrations,and the phenomenon of "anticlimactic" when teachers use textbook illustrations,and teachers’ questions are relatively single.In response to the existing problems,combined with the desirability of classroom observations and the suggestions of interviews,the author combined with examples to propose strategies for the use of illustrations in primary school English textbooks: enhancing teachers’ awareness of actively using textbook illustrations,enriching teachers’ professional knowledge of using textbook illustrations,and enhancing teachers’ use The professional ability of textbook illustrations,innovating the interactive form of teachers using textbook illustrations.It is intended to provide reference and suggestions for the compliers of primary school English textbook illustrations and first-line primary school English teachers.