Comparative Study Of Chemical Textbook Illustration In Chinese And British High Schools

The textbook is the direct basis of teaching.It is the most direct and accessible teaching resource.Chemical Textbook plays a major role in high school chemistry teaching.As an important part,textbook illustration not only can make abstractive knowledge concrete and expressive,but also can cultivate students' ability to read and interpret drawings.Therefore,the Comparative Study of Textbook Illustrations has been paid attention by a large number of experts and scholars at home and abroad.On the basis of the existing research results at home and abroad,this paper constructs a comparative model of Chemical Teaching Materials illustrations.A comparative analysis was made between the illustrations of the English high school chemistry mainstream textbook chemist you and the China High School Chemistry Textbook.It provides a new perspective and method for the preparation and revision of chemical teaching materials in our country.This study mainly uses the methods of literature research,comparative research and investigation to compare the illustrations of Chinese and English textbooks.The illustration is studied from the static and dynamic aspects,and the static aspects will be compared from the macro features and micro classification.At the dynamic level,teachers and students are the two main evaluation systems,through questionnaires and interview survey methods and other means to the first-line high school chemistry teachers and students in-depth research.It is suggested that teaching materials in China should be written with illustrations that enhance interest,highlight activity,strive for enlightenment and reflect the times.Students should study pictures in life and keep pictures in study.Teachers should ask questions by drawing pictures,help answers and improve the application of illustration teaching with illustrations teaching case.