A Research On The Primary School Chinese Teachers’ Approval Degree Of Textbook Illustrations

The new version textbook,relying on the new curriculum standards,compiled by the Ministry fully implements the Party’s education policy.The main design concepts are to focus on the core language literacy,keep innovation and keep pace with the times;create a unique and high-quality textbook system which can be suitable for teachers and students in the whole country.Illustration teaching is the most direct teaching method in the classroom and it’s also one of the most important teaching resources.In 2016,the textbook "Ministry Edition" was tested in some parts of the country.In 2017,it was officially popularized throughout the country.Primary school language education is the foundation of the entire compulsory education stage,and Chinese teachers are the implementers of language textbook illustrations and the feedback of textbook quality.Therefore,the degree of recognition of textbook illustrations by teachers affects the teaching effect to a certain extent,and also affects the quality of Chinese teaching.This thesis analyzed the study of domestic textbook illustrations by using questionnaires and interviews to investigate the current status of recognition of textbook illustrations by Chinese teachers in 7 elementary schools in Chongqing.And the software SPSS21.0 Data is used to sort and analyze the questionnaires.The first one is to analyze the characteristics based on the illustrations with higher overall recognition.The second one is to analyze the illustrations in the textbook based on the questionnaire data.The third one is to interview records based on the illustrations with lower recognition,and the last one is to analyze and consider the deficiencies of the textbook illustrations.The author’s analysis of the survey results shows that teachers generally have a high level of recognition of illustrations in elementary school Chinese textbooks.The number and organization of illustrations are moderate.Most teachers are aware of the importance of illustrations and use them more frequently,which is in line with national teachers,students.At the same time,it was also found that the illustrations in the lower textbooks of the Chinese textbooks were slightly insufficient.The main factors included:two aspects: internal factors and external factors.Internal factors include that the physical picture is not too vivid.The illustrations do not fully match the theme.The illustrations are not too prominent,the illustrations are not highly relevant to the text content and the theme,the illustrations do not fully display the text content.The illustrations are not completely living,and the illustration layout is not reasonable.External factors include some teachers ’in-depth study of illustrations,teachers’ incomplete reading and preparation of illustrations,and teachers ’evaluation of textbook illustrations from children’s cognitive perspective,as well as the influence of teachers’ knowledge structure and educational concepts.Finally,in order to optimize the quality of textbook illustrations,I have made reflections and suggestions from the two aspects of internal quality optimization and external quality improvement of illustrations.The internal quality is that the illustration content must be completely close to the actual life.The illustration and text content are highly compatible.The typesetting is scientific,and the child-oriented thinking and text content can be presented as a complete illustration.The external quality includes Chinese teachers should be Active interpreters,active researchers,and teachers should have the ability to develop illustrations a second time,to enrich the illustration network information database.And relevant compilers and teachers’ in order to improve the quality of primary school Chinese textbook illustrations.