An Empirical Study Of Illustrations And Their Use In Primary School English Textbooks Published By The People's Education Press

Illustrations are an important part of textbooks and play an important role in improving the quality of teaching.They are also important teaching resources that cannot be ignored.“Compulsory Education English Curriculum Standards(2011 Edition)” states that at the end of the sixth grade of compulsory education,students should be able to understand,read and tell simple stories with the help of pictures;they can be based on pictures,words or example sentences to write a short description.So,what is the illustration setting in the primary school English textbook? Is it beneficial for students to learn English? How about the use of illustration in teaching? This is the basic intent and idea of this study.This paper belongs to the empirical research.Firstly,it analyzes the text of the primary school English textbook.Text analysis mainly counts the number of illustrations,the degree of abstraction and the organizational form of the textbooks in this edition.After the statistics,it is found that the structure of the set of textbooks is relatively clear and colorful,but there are also problems such as the lack of settings for real pictures and too many cartoon images.Secondly,after understanding the current situation of the setting of the illustrations of the English textbooks for the primary school,the students and English teachers were surveyed and analyzed the use of the illustrations of the textbooks.The results show that teachers and students are generally satisfied with the textbook illustrations and can understand most of the illustrations.However,teachers and students lack the awareness of using illustrations,and the effect of using is not satisfactory.In addition,in order to understand how teachers and students use illustrations in actual English teaching,understand the classroom participation and learning effects of students when using illustration teaching,and conduct in-depth observations and records in the classroom to understand the actual situation of English illustration teaching.In addition,in order to supplement the missing questions that be difficult to investigate in questionnaires and classroom observations,interviews were conducted between teachers and students to gain a deeper understanding of English illustrations and their use,ensuring the comprehensiveness and reliability of the survey results.Finally,based on the textbook illustrations and the problems and misunderstandings found in the actual survey for the use of primary school English textbooks.In response to these questions,the reasons are explored from three aspects: textbook editors,students,and teachers.Starting from the theory of cognitive development,multimedia learning theory and dual coding theory,the countermeasures and suggestions for preparation of textbook illustrations and the use of illustrations in English teaching process are proposed to improve the setting of illustrations in textbooks and to supplement the related research of illustration teaching.