An Investigation On The Use Of Textbook Illustrations In Senior High School English Classroom Teaching

Illustration is the second language of textbooks,and it is also an important part of teachers’ teaching.In the National English Curriculum Standards for General High School,the viewing skill has been added.In 2019,all the new versions of high school English textbooks have added a large amount of visual information.This change just highlights the importance of applying illustrations in senior high school English teaching.This study takes the three English compulsory textbooks(2019edition)published by FLTRP in senior high school as an example,and takes the Dual Coding Theory and the Image-Text Relations Theory as the theoretical basis,and focuses on the following three questions.1.What’s the characteristics of illustrations in three English compulsory textbooks in senior high school(published by FLTRP in 2019)?2.What are the attitudes of teachers and students towards illustrations in textbooks?3.How about teachers’ use of textbook illustrations in actual classroom teaching?Through the results of questionnaire,interview and classroom observation,it is found that: first,as for the quantity and distribution,the number of illustrations is enough and the distribution of illustrations is relatively balanced in three textbooks.As for the relations between illustrations and texts,it mainly focus on the image subordinate to text.In addition,the text more general occupies the largest proportion.Second,teachers and students are basically satisfied with the illustrations in three compulsory textbooks.Third,in the actual classroom teaching,the frequency of presentation of textbook illustrations used in classroom teaching decreases with the increase of grades,and the overall use is relatively less.From the perspective of presentation ways of textbook illustrations,teachers mainly use PPT to present textbook illustrations.From the perspective of the presentation order of illustrations in textbooks,teachers in grade one prefer the order in which illustrations precede texts,while teachers in grade three prefer the opposite.From the perspective of the presentation position of illustrations in textbooks,illustration and text are mainly adjacent.From the perspective of the handling methods of illustrations in textbooks,teachers choose to use them directly without processing.Based on the research findings,the problems existing in the teaching process of teachers using textbook illustrations are as follows.Teachers neglect the cultivation of students’ viewing skills.Teachers lack understanding of the function of illustrations in textbooks.Teachers have a low utilization of textbook illustrations.Teachers’ awareness of reprocessing of illustrations in textbooks is insufficient.And some suggestions for textbook compilers and English teachers in senior high schools are put forward.On the one hand,textbooks compilers should add more illustrations in the understanding ideas section.When designing the content of the illustration,the state relations and logico-semantic relations should be considered.It is necessary to provide more text and image complementary in status relations,as well as extension and enhancement attached to expansion in the logico-semantic relations.On the other hand,teachers should flexibly use illustrations according to the quantity and distribution characteristics of textbook illustrations to increase students’ viewing skill training,strengthen the study of the use strategy of illustrations and improve the utilization of illustrations in textbooks,improve their abilities and reprocess illustrations.