A Study Of Designing And Application On Illustrations In Chinese Textbook Based On Cognitive Theory Of Multimedia Learning

Multimedia experimental studies have shown that, illustration presented in the classroom for learning learners have a significant effect, because of its intuitive and independent aesthetic, has become an indispensable language teachers and student teaching tool, no longer limited to supplement the text content. But, in actual classroom teaching illustration idle and does not regulate the use of the phenomenon can be seen everywhere, and there is no maximum extent illustration play many teaching function, resulting in a waste of teaching resources.First, access to relevant aspects of the art works, understand the concept of illustration, classification,characteristics, design and layout based on the principles, from an aesthetic point of forming a basic understanding of illustration. Then, read the relevant literature textbook illustrations, clear illustration of teaching in the form of textbooks, teaching illustration explore the development trend and the subsequent malpractice.This paper will investigate the analysis of language textbook illustrations idle phenomenon, this study mainly uses questionnaires, interviews, classroom observation.First, a review of the relevant aspects of the art works, understand the concept of illustration, classification, characteristics, design and layout based on the principles, from an aesthetic point of forming a basic understanding of illustration.Meanwhile, read the documentation related to the textbook illustrations, clear illustration of teaching in the form of textbooks, to explore the development trend of the development of teaching illustration and subsequent drawbacks. Secondly,Shandan counties of Zhangye City II anchored research unit is defined as the seventh grade(the text content of the survey and are seventh grade), random selection of students and teachers questionnaires, school students and teachers understand the textbook illustrations usage. Finally, multimedia learning cognitive principles Mayer theoretical framework, combined with surveys, interviews, and through specific teaching cases(seven-year) in the classroom and after-school exercise feedback feedback, a clear illustration learn three design principles to be followed(proximity,consistency, the difference principle) and three teaching optimization strategies(teacher explanations and illustrations presented simultaneously text commentary,when teachers explain illustration medium priority sound, teachers explain illustration streamlining the way), and retention test and migration from test to test two aspects of the above design principles and optimization strategies to make well-founded.