Research On The Relationship Between Illustrations And Texts In Senior High School Physics Textbooks

In recent years,the research boom in multimodal discourse,which focuses on the study of the relationship between illustrations and text(abbreviated as the relationship between illustrations and text),has prompted the academic community to analyze textbook content design issues more scientifically and rigorously.As an essential element of textbook content,grasping the characteristics of textbook illustrations and the relationship between images and texts is conducive to the use of textbooks.The purpose of this study is to analyze the design characteristics of illustrations and graphic text relationships in physics textbooks,study the causes of difficulties in students’ learning of various chapters,and propose teaching suggestions to promote breakthroughs in difficulties.After sorting out the existing research on textbook illustration and multimodal text analysis,it is found that the research fever continues to rise,and a relatively mature theoretical foundation and research framework have been established,and corresponding research has been conducted for textbooks of different disciplines.However,some studies have the phenomenon of uneven distribution of disciplines,and the separation of textual research from teaching.Referring to existing research,define concepts such as "text" and "text",determine the theoretical basis and analytical framework of this study,conduct text analysis of physics textbooks,and analyze and solve difficulties arising from the learning process of each chapter of students based on the theoretical basis and text analysis conclusions,so as to enhance the guidance of the research for practical teaching.This study is based on the dual coding theory and multimedia information design principles,and uses the graph text relationship classification theory as the analytical framework.The dual coding theory emphasizes that the processing of verbal and nonverbal information is equally important,explaining the process of storing,processing,and extracting the two types of information,and pointing out that there is a connection and processing between the corresponding codes of verbal and nonverbal information.Martinique and Salwee analyzed the relationship between illustrations and text from two aspects: status and logical semantics,and established a classification framework for the relationship between images and text.In order to improve the learning effectiveness of learners,Mayer designed teaching materials and conducted experimental research.Based on the conclusions,he summarized the principles that should be followed in the design of multimedia information materials.This study uses the classification theory of graphic and textual relationships proposed by Martinique and Salwee as the theoretical framework,analyzes the relationship between illustrations and text in the compulsory first textbook of the Luco Edition,designs teaching activities based on the dual coding theory,and follows the principles of multimedia information design to design teaching materials.By analyzing the characteristics of textbook illustrations,it is concluded that the design of illustrations meets the requirements of balanced graphics and text set forth in the curriculum standards;The types of illustrations are rich,taking into account actual situation diagrams,physical model diagrams,and comprehensive diagrams.The proportion of illustrations of various types varies depending on the chapters of the textbook.Textbooks are designed with three functions: comparative analysis,operational steps,and image processing.By designing external nonverbal stimuli,students can promote associative processing within their cognitive system.The design of illustrations emphasizes humanistic care,and some illustrations contain implicit moral education,emphasizing both teaching and educating people.Analyzing the characteristics of the relationship between images and texts in textbooks,it is concluded that textbooks give consideration to both equality and inequality between images and texts,and the number of cases of the two relationships is approximately equal;Among the unequal relationships,85.0% of the cases where illustrations belong to textual relationships,and the status of texts is higher than that of illustrations.Due to the strong abstractness of the content,the number of status relationships and logical semantic relationships in the parts of constant speed linear motion and force and balance differs from those in other chapters.The proportion of detailed relationship cases reaches about 90.0%,and there is a close relationship between images and texts.There is a connection between the types of illustrations and the types of graphic and textual relationships: the status of actual situation diagrams is generally lower than that of text,while the status of comprehensive and model diagrams is equal to that of text;The actual situation diagram mostly serves as an example for the text,and the physical model diagram and comprehensive diagram form an explanatory relationship with the text.Based on the conclusions of textbook text analysis,and in view of the difficulties existing in various chapters of actual teaching for students,this paper analyzes them from the perspective of textbook content design,follows the dual coding theory and multimedia information design principles to organize teaching activities,design teaching materials,implement them in teaching classes,and test the effectiveness.The conclusion confirms that relevant designs can promote the breakthrough of students’ key and difficult points,and can be used as a reference for teachers and students.