Research On The Use Of Illustrations In Reading Teaching In Primary School

With the increase of the number of illustrations in the unified textbook,it is urgent to solve the problem of using illustrations in reading teaching.The rational use of illustration resources is not only a clear requirement of Chinese Curriculum Standard for Compulsory Education(2011 Edition),but also an indispensable part of reading teaching.In the low-level Chinese reading teaching,the connection between illustrations and text is strengthened,and the double coding form of illustrations and text is constructed,which not only meets the learning needs of low-level students,and enhances the interest of the content of teaching materials,but also gradually shows the teaching value of illustrations to ensure the steady improvement of efficiency of reading teaching.It can be seen that it is necessary to use illustrations in the low-level Chinese reading teaching.It is necessary to change the teachers' concepts of using illustrations in time,enrich the methods of using illustrations,and fundamentally establish the importance of using illustrations in the low-level reading teaching.Through the questionnaire and interview of 244 primary school Chinese teachers in Chengdu,Neijiang and Chongqing,it is found that teachers have realized that the use of illustrations is very helpful to the development of low-level Chinese reading teaching.But in the actual teaching process,there are still many problems to be solved.For example,the teaching process fails to highlight the value of illustrations for reading aid,teachers use the illustrations in text less frequently and use them more casually,teachers leave students with short time to learn the illustrations independently,and the teaching effect of combining illustrations with text is not good.The above problems are influenced by many factors,such as society,school,students and so on,but as far as reading teaching is concerned,the formation ofteaching problems is closely related to teachers' teaching activities.In order to further clarify the main causes of the problems,it is more reasonable to attribute from the perspective of teachers.Through the analysis,it is found that the above problems are mainly due to the limitations of teachers' understanding of the role of illustration teaching,the lack of reasonable planning for the use of teaching resources,the lack of effective use of illustration teaching methods,the lack of the concept of timely blank space in class,and the failure to clarify the related characteristics of illustrations and text in reading teaching.In view of this,combined with the coding characteristics of the double coding theory and the actual survey data,the specific strategies of illustration application in the teaching of low-level Chinese reading in primary schools can be constructed.First,teachers take the initiative to explore the teaching functions contained in the illustrations.Second,teachers effectively integrate and use all kinds of teaching resources in teaching.Third,teachers actively use multiple teaching methods to organize teaching materials.At the same time,teachers and students jointly create a reasonable blank time for Chinese Reading Teaching.Finally,teachers establish the intersection of illustrations and text on the basis of following the characteristics of double coding application.In order to highlight the feasibility of the strategies,they are put into the case analysis of low-level reading teaching,focusing on the existing problems of reading teaching,teaching design with the combination of illustrations and text,to ensure the improvement of the efficiency of the combination of illustrations and text teaching.