Research On The Selection Of Textbook Illustrations In Biology Teaching In High School

Textbook illustrations refer to the insertion of photos,pictures,diagrams,etc.in biological textbooks.It is a way to present the knowledge in textbooks.It is interrelated and complementary to the textbook content and is part of textbooks.The definition of illustrations in this study is relatively broad,that is,the visualized communication methods in the textbooks other than logos,fonts and other icons,including illustrations,photos,etc.in the layout system of cover pages,title pages,texts and exercises.This research is based on the illustration of the module of genetics and evolution,which is a compulsory course of senior high school biology.Based on the illustration research,the research and practice are carried out.In the later period,based on the theoretical basis and practical investigation,the author chooses high-quality illustrations for practical research,and on this basis,puts forward some thoughts and suggestions on biological illustration teaching.This research mainly includes three parts: literature research,investigation research and practical research.In the literature research section,the concept of textbook illustrations is defined first;the composition,classification,characteristics,and functions of textbook illustrations are sorted out;finally,theories of illustration teaching are sorted out.The research mainly includes student questionnaire survey and teacher interview survey.The main purpose is to find out the problems existing in the selection of illustrations in biology textbooks by teachers and students,and then to give solutions to the problems existing in students and teachers.The practice research is based on the theory research foundation,the compilation based on the illustration teaching teaching design carries on the teaching practice research in the middle school classroom.The research findings of this study are as follows: students have the following problems when using textbook illustrations:(1)the students 'cognitive dimension of illustrations: lack of recognition of illustrations;(2)the students' interpretation of illustrations: lack of interpretation methods.The author finds that teachers have the following problems when choosing textbook illustrations:(1)lack of careful research and careful interpretation of illustrations;(2)the source of illustrations is single;(3)teachers 'professionalism and teaching time limit teachers' detailed interpretation of illustrations;(4)the selection of illustrations is more casual "The relationship between the physical characteristics of the illustration itself,the characteristics of the learner,and effective illustration teaching has not been fully considered.The practical research conclusion of this study is that the average score of the experimental class is 70.73,the average score of the control class is 68.81,and the average score of the experimental class is 1.92 points higher than that of the control class.From the analysis of independent sample T test results,it can be seen that from P=0.578>0.05,there is no significant difference in the post-test results between the experimental class and the control class.The data results show that there is no significant difference between the experimental class and the control class in the teaching effect of selecting high-quality illustrations.However,after the teaching practice,the results of student interviews and the evaluation of the instructor show that the teaching illustrations used to assist the teaching have a certain effect.According to the principle of illustration selection and the validity of gene illustration,the selection of high quality illustrations will help students master scientific concepts.Illustration teaching can stimulate the enthusiasm of students to learn.