A Study On Strategies For Effective Use Of Chinese Textbook Illustrations For The Lower Grades In Primary School

The Chinese Language Curriculum Standard for Compulsory Education points out that we must utilize existing resources actively.Textbook illustration,as a “second language” of textbooks,is an important type of teaching resource.It will not only make use of teaching resources effectively,but will also benefit to Chinese teaching by developing and using textbook illustrations fully and reasonably.However,in actual teaching,the use of illustrations for teaching materials is unsatisfactory.Therefore,this thesis is based on the using of illustrations of national Chinese textbooks for the lower grades in primary school in teaching,conducting illustration and proposes a strategy research.The body of the thesis includes three chapters:The first chapter elaborates on the basic situation of the illustrations of national Chinese textbooks for the lower grades in primary school,which describes from three aspects—the number of the illustrations,the type of the illustrations and the characteristics of illustrations so that they can serve the third chapter.The second chapter describes investigation of the current teaching situations of using textbooks illustrations and problems analysis for the lower grades in primary school.The author conducted surveys from teachers and students in two primary schools in Jilin City,learning about the current situations of using textbooks illustrations in practical teaching.On this basis,the author analyzes and summarizes the existing problems.First of all,teachers ignore the effects of illustrations.The problems are as follows: in the teaching of literacy,it is too monotonous to look at the illustrations for learning vocabulary;in reading teaching,teachers only explain articles without explaining illustrations and rely on multimedia too much to give lessons;in the writing training,teachers do not pay enough attention to illustrations,and the guidance to the illustrations stays on the surface.Secondly,students do not pay attention to the illustrations when they prepare lessons before class;during theclass,the students look at illustrations blindly and disorderly;when they practice after class,the illustrations reuse rate is lowly.Finally,the author analyzes the causes for existing problems one by one.There are the three reasons caused by teachers.In literacy instruction,teachers' studies of illustrations are superficial and the teachers are lack of the knowledge of philology;in the process of reading teaching,teachers disregards the connection between illustrations and texts,and their awareness of autonomous inquiry is weak;in the process of writing training,teachers ignore the physical and mental characteristics of students,and they are lack of guidance for observing illustrations.Thus it can be seen that teachers' teaching goals must be clear and their abilities should be improved.There are the three reasons caused by students.Students are too young to understand the contents of the illustrations look at the illustrations absentmindedly and are busy with their homework passively.It is shown that students are lack of active consciousness and learning autonomy when they are learning.The third chapter is the emphasis of the thesis,based on the second chapter.The author elaborates the strategies of using the textbooks illustrations to promote the Chinese teaching for the lower grades in primary school from two aspects of teachers and students.The teacher's teaching strategies are as follows: in literacy teaching,teachers should try to create literacy contexts with the vividness of illustrations,to carry out cultural tracing with the intuitiveness of illustrations and to broaden pathways of the literacy with the fun illustrations.In reading teaching,teachers use illustrations to arouse students to think subjectively;the illustrations and texts are closely combined to grasp the central idea of the texts;teachers can also use multimedia flexibly to enhance students' emotional experience.In the aspect of writing training,teachers can encourage the students to express their opinions boldly and inspire students to speak and write with enthusiasm;he can guide the students to observe the illustrations orderly-look at the whole section first,fragments later;he can create a writing atmosphere to stimulate students' imagination reasonably and to express creatively.Under the guidance of teachers,students' learning strategies are asfollows: before class,teachers can cultivate students' consciousness of using illustrations and perceive the relationship between illustrations and texts;teachers encourage students to collect relevant illustrations to improve the students' self-learning abilities.In the class,students must focus on listening in order to master the approaches of understanding the independent,divergence and sequence diagrams,express their opinions about the illustrations boldly and train their oral communications scientifically.After class,students can consolidate what they have learned in class by using the illustrations and rich emotional experiences by drawing pictures.In order to make the teaching strategies of using illustrations more intuitive and understandable,the author has added specific instructions and teaching cases,hoping to provide practical and effective teaching references for Chinese primary school teachers in practical teaching.The above is a discussion of teaching methods of Chinese textbooks illustrations for the lower grades in primary school.The author hopes that it can raise the awareness of teachers and students concerned about textbook illustrations and the ability to use the illustrations for teaching,so that the illustrations of textbooks are truly beneficial to Chinese teaching.