Research On The Text Illustration Evolution Of Unified Edit Primary Chinese Textbook

As the main part of the teaching aid system,the teaching function and value of text illustration in Chinese textbooks are becoming more and more important.It is found that up to now,there is less research on the text illustration of the unified edition of primary school Chinese textbooks,and even less research on the change of text illustration.On account of teachers have not been able to deeply and comprehensively understand the evolution of text illustration in practical teaching,they are not able to study the change of text illustration,or can not better use text illustration in practical teaching to cultivate students’ quality.Therefore,it is hoped that Chinese teachers can have a better understanding and understanding of text illustrations from the perspective of education and teaching by studying the evolution of text illustrations in primary school Chinese textbooks,so that teachers can use text illustrations in practical teaching more efficiently.The research is based on Piaget’s cognitive development theory of primary school children,Vygotsky’s zone of proximal development,Radan Martinec＆Andrew Salway’s graphic system theory.Respectively for the first grade to sixth grade from the edition of 2001 and the edition of 2016’s illustrations of the texts in the elementary school language teaching material compile for universal use version statistical analysis of the quantity,type,content,to explore and understand the changes between the eddition of 2001 and the edition of 2016 primary school language teaching material compile for universal use version changes and characteristics of the text illustration.On that basis,the research formulate the corresponding teacher questionnaire and student questionnaire,the purpose of this study is to study and investigate the primary school Chinese teachers’ understanding of the changes in illustrations of textbooks and texts and their teaching status in the actual classroom through a half-year field survey of a great primary school,with 243 lessons of classroom observation and 3 interviews with teachers.The findings are as follows: part of teachers can notice the changes of text illustrations well most of them can not realized that;Teachers can realize that the educational and teaching function of text illustration is not only to explain the text content,but also the function of aesthetic education and cultivating students’ ability to read pictures.In the actual classroom introduction,the key and difficult points to explain the link can make good use of text illustration teaching,teachers can discuss the content of text illustration with students.However,the teachers themselves are not sufficiently comprehensive and in-depth in paying attention to the changes of the content details of the text illustrations,and there is still a certain gap between the thinking with the changes of the text illustrations and the cognitive theory in the process of applying them to practical teaching.To improve the primary school Chinese teachers’ understanding of the text illustration of changes,and enhance efficiency of primary school teachers use the text illustration in actual teaching,research combining with the edition of 2001 and the edition of 2016,compile for universal use specific examples from the text version of the text illustration illustrations compilation,the perspective of three aspects as the editors of text illustration,teachers,students form a closed loop analysis,and puts forward the following suggestions respectively.Editors of text illustrations should pay attention to children’s physical and mental development when drawing text illustrations at first,actively embody the theory of children’s psychological development in the "zone of proximal development" in the teaching of text illustrations,then consider organizing different text illustration functions in different stages of students’ learning text illustrations.At the same time,the editor should also strengthen the semantic association between text illustrations and text content,expand the types of semantic association,and avoid the details of mistakes in text illustrations or unnecessary things unrelated to text content.Firstly,teachers should respect the rule of students’ psychological development and reasonably teach students the method of reading pictures.Secondly,teachers should improve their own aesthetic quality and dig into the aesthetic value of text illustrations when preparing lessons.Finally,it is necessary to pay attention to the semantic association of pictures and texts,and timely output pictures and texts to students to express artistic conception.Students should take the initiative to observe the illustrations and pay attention to the details of the illustrations.They should learn to sort out the types of text illustrations,understanding the aesthetic meaning of text illustrations;and next,they should learn to sublimate aesthetic value of text illustrations by observing illustrations and texts to promote each other.