| This article takes the Confucius Institute at Abdelmalek Essaadi University in Morocco as the research field,through investigation and research,combined with teaching practice,in order to discover some problems in the use and arrangement of textbook illustrations,and explore how to use illustrations to better assist teaching to promote the development of Chinese teaching in Morocco.This article mainly studies the following four questions: Is the design and selection of the illustrations for the primary textbook of the New Practical Chinese Reader reasonable? What is the attitude and use of illustrations of teachers and students? To what extent can the selected illustrations promote learners’ Chinese learning? How can illustrations be used to effectively promote Chinese teaching in Morocco?This article takes the illustrations of the primary textbooks I and II of the New Practical Chinese Reader as the research object,and takes the teachers and students of the Confucius Institute as the survey objects.It uses quantitative analysis,questionnaire survey,and interview methods,combined with classroom observations to conduct analysis and research from the aspects of illustration functions,design principles,and applications.On the basis of previous research,the author firstly explained the design principles of illustrations,and summarized the main functions of illustrations as: explanatory function,expansion function,representation function and interesting function.Illustrations have more advantages in the initial stage;Secondly,there are some problems in the design and selection of textbook illustrations.Teachers are not satisfied with textbook illustrations,and the actual usage is not ideal.Most students agree with the auxiliary role of illustrations for Chinese learning,and the utilization of illustrations is relatively high,But it is difficult for students to understand the meaning of some illustrations without the guidance of teachers.Therefore,to a certain extent,the setting of illustrations does not help students to learn independently;Thirdly,the design and arrangement of illustrations in different sections such as pronunciation,text,new words have different directions,and the illustrations in each section should be adapted to different conditions;Finally,teachers must combine the actual Chinese classroom to make full preparation of pictures and effective use.This research will provide a reference for the effective use of illustrations in teaching materials for the elementary Chinese as a foreign language,and give full play to the practical effects of illustrations,so that teachers and students will use illustrations more rationally and scientifically,so as to promote the Chinese language of textbook users.At the same time,it is hoped that the exploration of the problems in this article will arouse the attention of scholars to a certain extent.From the perspective of actual users of the teaching materials,we will launch more high-quality teaching materials for Chinese as a foreign language. |
