Research On The Use Of Illustration In Lower Primary School Chinese Teaching

Illustration is the embodiment of language and writing,and the "second language" of teaching materials.It plays an important role in developing students’ intelligence and cultivating their thinking quality.Especially in primary school Chinese teaching,illustrations are teaching resources that cannot be ignored.Illustrations designed according to students’ psychological development characteristics can make the article more intuitive,stimulate students’ interest in learning,and facilitate students to understand the content of the text more deeply.Compared with other versions of textbooks,the content of the Chinese textbooks compiled by the Ministry is no longer limited to the boring text knowledge.In the first and second grades,illustrations are added to each text to assist teachers and students in teaching and learning.If we can effectively use the textbook illustrations in teaching,we can not only visualize the textbook content,promote students’ understanding of the text content,but also improve students’ aesthetic ability,excavate the hidden language elements in the textbook,and help cultivate students’ core language literacy.However,in the process of using Chinese textbooks compiled by the Ministry,teachers tend to ignore the teaching resources of textbook illustrations,and textbook illustrations are not given due attention;The low frequency of students’ use of textbook illustrations and the weak awareness of text understanding with illustrations have led to the waste of textbook illustration resources.In view of this,this study takes teachers and students at the lower stage of primary school as the research object,deeply understands the distribution of illustrations in the Chinese textbooks,analyzes the current situation of the use of illustrations by teachers and students,correctly attributes and tries to put forward strategies to optimize teaching,so as to maximize the value of illustrations in textbooks.First of all,this study takes the Chinese textbook for grade 1 and grade 2 of primary school compiled by the Ministry of Education as the research object,and carries out text analysis on the number,type and characteristics of illustrations in the Chinese textbook,so as to deeply understand the setting of illustrations in the Chinese textbook,analyze the formal characteristics of illustrations,and study the teaching value of illustrations;Secondly,through interviews and questionnaires with the teachers and students of two primary schools in a city,and combining with the teaching activities of pinyin,literacy,reading,writing,etc.,to investigate the current situation of the use of illustrations in teaching materials,on this basis,analyze and summarize the existing problems,and make attribution analysis on them.The main reason for teachers is that they have not deeply explored the vividness of pinyin knowledge The ability to interpret literacy illustrations in depth is limited,and the teaching process fails to highlight the reading value of illustrations.The reasons for the above problems are that teachers do not pay enough attention to illustrations,the teaching method of illustrations is single,and the awareness of using illustrations is weak;At the student level,there is a lack of guidance on the use of textbook resources and the poor habit of reading pictures.The reasons for the above problems are that students do not master the methods of illustration learning and the poor ability of reading and reading pictures;Finally,combined with the characteristics of low-grade Chinese textbooks and classrooms,this paper proposes that teachers should use illustrations to optimize the teaching strategies of pinyin,literacy,reading,writing and other aspects,and fully highlight and play the role of textbook illustrations in teaching.