The Applied Research Of The Illustrations For Reading Teaching In Chinese Unified Edition Of Junior Middle School

With the advent of the era of reading pictures,life is surrounded by images everywhere,and images have increasingly become an indispensable resource in people's study and work.Picture-reading ability and picture-reading literacy have become more and more important parts of reading.In academia,there have been a large number of achievements in image theory research at home and abroad.And at the same time,the mutual integration of different fields and image theory is encouraged.As far as the unified edition of Chinese textbooks are concerned,compared with other versions of textbooks,the number of illustrations has increased significantly.Since the textbooks have been used nationwide,more and more scholars and teachers have begun to use the textbooks to research the illustrations.The research results mainly focus on the classification of textbook illustrations,the scientific application of textbook illustrations,and the application of illustrations in Chinese teaching.Among them,about the research on the application of textbook illustrations in Chinese teaching,it is proposed that in Chinese teaching,it is necessary to combine illustrations and text,establish a sense of preparing pictures,use illustrations for preview,practice writing and oral communication,etc;on the other hand,putting forward the use of illustrations in the teaching of prose,poetry and novels.As well as in the perspective of expectation,teachers should use illustrations to master students' psychological expectations of reading,enhance the taste of reading expectations,and create reading expectations context.On the whole,the research results on the use of illustrations in the Chinese textbooks for junior high school in the unified edition are relatively scattered,and the use of illustrations in this part of reading instruction has not yet formed a systematic strategy.Based on this,this article will rely on the relevant theories of iconography and practical teaching cases to explore the strategies of illustrations in the unified edition of junior high school Chinese textbooks in reading instruction.On the whole,this article uses the method of literature research,observation,teaching practice and questionnaire survey.Firstly,the concept,type,function and design principles of textbook illustrations are clarified,and the status and theoretical significance of textbook illustrations in Chinese reading instruction are recognized.The questionnaire is used to understand students' views on images and textbook illustrations and suggestions for their use.Based on the theoretical support of Iconography,Pedagogy and Psychology,the purpose is finding the strategies for using illustrations of textbooks in reading instruction to improve students' reading ability and develop students' core literacy.Finally,teaching examples are given based on the teaching strategies,and a three-step teaching strategy of "image perception-image analysis-image creation" is constructed to provide relevant information for the use of illustrations in junior middle school in Chinese reading instruction.