A Study On The Use Of Illustrations In Chinese Textbooks For The Lower Grades Of Elementary School

Illustration,as the most direct teaching resource in Chinese textbooks,is the "second language" of textbooks and an indispensable part of textbooks.It can not only meet the needs of students' learning,but also play an important role in promoting the physical and mental development of primary school students.In addition,from the perspective of curriculum resources development,textbook illustrations also have high application value and development value.In order to improve the learning effect of students,it is necessary to carry out in-depth development and reasonable use of illustrations in textbooks.The main body of this study is the illustrations(grades 1-2)of the junior primary school Chinese textbooks compiled by the Ministry.While reading a lot of domestic and foreign literature,the author goes deep into the front-line teaching to conduct a detailed investigation and Research on the current understanding and understanding of the textbook illustrations of the junior primary school Chinese teachers and students,as well as the actual situation of teachers and students using the textbook illustrations.This paper mainly focuses on the research idea of "illustration analysis-statement of current situation-problem discovery-problem analysis-problem solving".First of all,based on the definition and discussion of the relevant concepts and theoretical basis,the author discusses the number,type,function and characteristics of illustrations in the low-grade primary school Chinese textbooks compiled by the Ministry;next,the author conducts a questionnaire survey on many primary school Chinese teachers and students in the low-grade,and the results show that teachers and students are satisfied with the illustrations in the edition of textbooks,but In the process of using illustrations,teachers and students pay low attention to the illustrations of textbooks,which are of low frequency,low efficiency,limited ability to interpret the illustrations,and low degree of combination between the use of illustrations and the classroom.In addition,in order to supplement the missing questions in the questionnaire survey,the teachers and students were interviewed.In order to more in-depth use of illustrations of the current situation and the reasons affecting the use of textbook illustrations;finally,based on the three aspects of teachers,students and schools,respectively,put forward the optimization strategy of using textbook illustrations.It is suggested that teachers should change their educational concepts,improve their awareness of using illustrations in textbooks,adhere to the teaching methods of multiple illustrations,promote the diversification of illustration teaching,strengthen the study of theoretical knowledge,and catch the connection between illustrations and texts.Students should be encouraged to make good use of illustrations,establish the awareness of using textbook illustrations;skillfully use illustrations,summarize the methodsof using textbook illustrations;frequently use illustrations,and correctly understand the relationship between pictures and texts in textbooks.It is suggested that schools should create an atmosphere of illustration research,improve illustration teaching and training,repair teaching evaluation content,optimize illustration evaluation rules,and closely contact students' parents to carry out illustration reading activities.The author hopes that this study can arouse more front-line teachers' awareness of using illustrations,further stimulate the enthusiasm of front-line teachers to develop curriculum resources,so as to expand the use of Chinese textbooks.