Analysis Of The Current Situation And Problems Of Illustration Teaching In High School Biology Textbooks

With the continuous update of teaching skills and the update of new curriculum concept,the proportion of illustrations,which play an important role in senior high school biology textbooks of new curriculum,has been greatly increased.To study the illustration teaching in senior high school biology textbooks of new curriculum is necessary not only to cultivate and develop students "biological science literacy",but also to improve teachers' teaching skills and the teaching efficiency.What is the current situation of illustration teaching in high school biology textbooks? What are the problems? This article has carried on a thoroughly investigation and study.In the research,questionnaire survey method,literature research method,case method,text analysis method and appropriate data analysis method are used.The status quo of illustration teaching in biology textbooks of high schools of new curriculum is investigated by using teacher questionnaire and student questionnaire of illustration teaching in biology textbooks of high schools of new curriculum.The SPSS.23.0 is used for statistical analysis of the survey data,and the following results are obtained:(1)High school biology teachers in ChongZhou city are aware of the importance of textbook illustrations in terms of their understanding of textbook illustrations.They can clearly know the structure,type and quantity of textbook illustrations,and can handle the relationship between illustrations and text in textbooks.(2)High school biology teachers in ChongZhou city are able to use textbook illustrations selectively according to the teaching content when using textbook illustrations in lesson preparation,so as to make full preparations for the explanation of textbook illustrations.(3)High school biology teachers in ChongZhou city are able to reasonably present illustrations when using textbook illustrations in the new curriculum,adopt appropriate teaching methods to explain illustrations,and basically master the skills and methods of illustration problem solving in various types of college entrance exams.The classroom atmosphere of its illustration teaching is not very active.(4)High school biology teachers in ChongZhou will review and train the textbook illustrations in special topics when they use them in recitation.(5)Students can understand the importance of illustrations in textbooks.Senior One students are more interested in biology illustration,and they think that illustrations are not very helpful for their learning,and they cannot use illustrations well to understand and memorize knowledge.Students in Grade Two and Grade Three think illustrations are of great help to their study.Students in the third grade agree that illustrations can effectively cultivate "core biological literacy".(6)Students can preview the illustrations.Senior Three students are not very agree because illustration can exercise the ability to learn illustration preview.(7)In the new class,students like the teacher to present illustrations in different ways and teaching methods.Generally speaking,students do not have a good grasp of illustration knowledge in class.Compared with Senior One,students in Grade Two and Grade Three have a good grasp of illustration knowledge and strong ability of knowledge transfer after class.The type of illustrations often appears in the College Entrance Examination.However,students in the three schools can not get high scores.Senior Three students have low participation in class.(8)Students can review by using the textbook illustrations,but the strength and intensity of review is not very great.The overall illustration teaching situation in ChongZhou city is very good,but the author analyzes the students' and teachers' answers under each dimension,and finds that there are still some problems about illustration teaching: 1.Teachers' illustration teaching needs to be improved in simplifying complex illustrations and materializing abstract illustrations.2.In the review period,the teachers do not fully teach the types and skills of illustration summarized by themselves to the students in class,and they do not pay enough attention to training the problem types related to textbook illustration.3.Teachers fail to make full use of illustrations in teaching to cultivate students' "core accomplishment of biology subject" and improve students' ability of information extraction and language expression.4.The strength and intensity of students' review of textbook illustrations are not very high,which requires teachers' supervision.5.The teacher's illustration teaching class is not very active.Finally,according to the current situation and existing problems of illustration teaching in biology textbooks of senior high school,the corresponding teaching strategies of illustration teaching in senior high school textbooks are put forward.1.Materialize abstract illustrations.2.Simplify complex illustrations.3.Change the teaching mode and method to improve students' participation in class.4.In-depth explanation of problem-solving skills for illustration types of college entrance examination.5.Strengthen the review of illustrations for students.6.Pay attention to the cultivation of core qualities in biology...