A Study On Illustrations And Teaching Application Of Chinese Textbooks For Junior Middle Schools

In 2018,the situation of "multiple Chinese textbooks in one syllabus" came to an end.The Chinese textbooks compiled by the Ministry of Education for junior high schools replaced the Chinese textbooks published by PEP,Beijing Normal University,Guangdong Education Edition and other editions,becoming the only complete set of Chinese learning textbooks for middle schools.Illustration,as an indispensable part of the reading aid system of the Chinese textbooks for junior middle school,not only decorates and beautifies the textbooks,but also has important values such as enhancing learning interest,promoting text understanding,optimizing learning methods and cultivating aesthetic interest.As an important Chinese curriculum resource,illustration should play an important role in Chinese classroom teaching.However,according to the survey,it is a common phenomenon that teachers and students ignore and are insensitive to illustrations in textbooks in current Chinese teaching.It is found that the main reason for this phenomenon is that teachers and students have insufficient understanding of the function of illustration.In addition,poor illustration quality and rigid content also seriously affect the function of illustration.This article is based on the analysis and thinking of the current situation of the use of illustrations in junior high school Chinese textbooks,with the theory of graphic interactive,image narrative theory,cognitive psychology theory as the theoretical support,such as in the compulsory education Chinese course standard "(2011)as the main reality basis,using questionnaire,literature study and classroom observation,combined with the characteristics of the current junior middle school language classroom teaching from the viewpoints of students,teachers,textbooks,from all aspects of classroom teaching with illustrations for junior middle school Chinese teaching,And use teaching practice to test and reflect on the proposed strategies,In order to further enrich and improve the textbook illustrations,improve the use efficiency of illustrations to provide a data theoretical basis for the diversity of teachers' teaching methods.This paper is divided into five parts.The introduction part focuses on the research situation and the main methods used in the research process.The main body is divided into four chapters.The first chapter mainly combs the development of textbook illustration from macroscopic view,and understands the trend of illustration in textbook.And then from the number and categories of illustrations of two aspects of the current Department of Middle School Chinese teaching materials illustrations layout characteristics analysis induction.The second chapter analyzes the relationship between illustrations and text,the role of illustrations to students and teachers,in order to find the value of illustrations for teaching services.The third chapter mainly studies the current situation of illustration use,this part mainly obtains the experimental data through the questionnaire survey,and finally summarizes the reasons why the textbook illustrations are ignored by teachers and students.The fourth chapter discusses the strategies applicable to junior middle school Chinese teachers' classroom use of illustrations in teaching,the problems to be paid attention to in the process of using illustrations and the countermeasures to promote the scientific editing of textbook illustrations.The appendix shows the questionnaire and interview outline used in this study.