The Application Of Textbook’s Illustrations In Middle School History Education

With the development of the new teaching curriculum reform, teaching method of illustrations has widely respected by domestic top scholars and teachers. New History Textbook of the PEP edition selects a marvelous number of illustrations. On one hand, these illustrations are rigorously screened, which can objectively reflect historical phenomenon, historical figures and historical events, which provided convenience for furthering teaching method of illustrations. On the other hand, comparing with text content, historical illustrations which are intuitive, vivid and concrete are more suitable for the psychology of middle school students. Which can stimulate students’ interest in learning. Therefore, it’s an integral part of the knowledge system of history. This paper which is guided by Compulsory Education of History Curriculum Standard (edition of 2011)and ordinary high school history curriculum standards (experimental) is based on previous studies, using the method of literature review, case analysis, interdisciplinary research and the combination of cases of the illustrating teaching method used by the first-line history teachers and practical experience of the author, to discuss the issues of how to use illustrations to teach effectively.This paper consists of six parts:introduction, body, conclusion and so on. The introduction discusses the reason for writing this paper, explains the significance of this topic, and analyses the research status of pictures and illustrations teaching at home and abroad. It also describes the research ideas and methods in this article.The first chapter explains the utilizing principles of illustrations in history teaching with the combination of the teaching examples. And clarifying that the use of illustrations must uphold the principles of an appropriate amounts, purposiveness, selectivity, scientificalness, seriousness and so on.The second chapter mainly explains the general method of analysing illustrations, showing the general process that guides students to analyze illustrations in the teaching of history. Generally, analyzing an illustration needs to roughly interpret an image, perceive it overall, read it thoroughly, refine it entirely. And it also needs to contact textbooks, deepen understanding, expand thinking vision and consider both cause and consequence. What’s more, applying with the association, and proceeding from one point to another are as the same important as above. These five steps scientifically train students’ ability of interpreting and understanding images, and the temporal spatial thinking of history.The third chapter mainly explains the use of teaching methods based on the direction of classifying textbook illustrations. Different teaching methods should be used, since different types of illustrations show different contents. This article divides illustrations into five types that are historical relics, historical figures, history plots, historical maps and others. Combining teaching examples, this article also discusses the application of illustrations in different categories.The fourth chapter mainly explains the application of illustrations based on different links in history teaching. Due to the fact that different sessions in history teaching undertake different tasks, the teaching method of illustrations also has different positions. Combining cases, this article discusses the detail of the use of illustrations in different teaching sessions in using illustrations to introduce new courses, focus emphasis, overcome obstacles, design activities, innovate exercises, review knowledge, and develop examination questions, these eight aspects.The conclusion summarizes the effect of illustrating teaching and the main point of this article on the teaching of illustrations, and raises the prospect of furthering the teaching method of illustrations.