Research On The Function And Use Of Illustrations In High School Chemistry Textbooks

In recent years,the research on illustrations mainly focuses on the macroscopic theory of illustration function and classification,and also includes the comparative research on illustrations in different versions of textbooks,the research on the use of illustrations in teaching and the specific application research on the arrangement of illustrations in textbooks,so as to provide theoretical guidance for front-line teachers to understand the hidden knowledge in illustrations and give full play to the teaching function of illustrations Guide.In addition,an empirical study on the understanding and use of textbook illustrations by teachers and students is carried out,and it is found that the importance of illustrations is generally not high.However,most of these studies are from the perspective of teachers,and most of them are about the image understanding of illustrations(such as the degree of bright color,quality,etc.),few are about the function of illustrations.Therefore,this study takes Mayer’s four functions of illustrations as the classification standard,and makes systematic classification statistics on illustrations in high school chemistry textbooks.On this basis,it tests the understanding and use of illustrations by high school teachers and students,compares the relationship and difference between teachers and students in understanding and use,and helps teachers and students correctly understand the functions of illustrations,and make choices in teaching Reasonable and effective use of illustrations to play the educational function of teaching materials.The first part is the foreword,which expounds the origin of the research and the significance of thesis writing.It is recognized that illustration,which plays an important role in students’ learning,may not receive enough attention in teaching.Therefore,the research direction of the thesis is determined.The second part is the literature review of the research on textbook illustrations,mainly from three aspects of illustration function,illustration content and illustration use.The illustration content includes the classification research and comparative research on the illustrations in chemistry textbooks,and the illustration use includes the research on the use effect and use mode of textbook illustrations.The third part defines the specific content and methods of this paper,which is mainly divided into two parts: first,from the two dimensions of the content and function of illustrations(Meyer classification),it classifies the illustrations in the chemistry textbook(compulsory version 2019)of Luke edition,and makes a statistical analysis of the distribution of illustrations with different content and function;Second,through questionnaire survey and interview,we tested the cognition of senior high school chemistry teachers and senior high school students on illustration function and the use of illustration in the teaching process,so as to further understand the reasons for teachers’ and students’ insufficient understanding of illustration function and differences in use methods,It provides feasible suggestions for teachers and students to reasonably and effectively use illustrations with different functions and contents in teaching activities.The fourth part classifies the illustrations in chemistry compulsory textbooks according to their functions and contents,which paves the way for the design of follow-up questionnaire.In the fifth part,the main survey tool of this study,the understanding and use of the illustration function of teaching materials,and the design of the questionnaire are described in detail.The sixth part analyzes the questionnaire data,and analyzes the teachers and students’ understanding of the illustration function of teaching materials combined with the interview results.The seventh part presents the statistics and analysis of the use of illustrations in teaching materials.The eighth part presents the research conclusions and puts forward suggestions on the use of illustrations in textbooks,which mainly includes the following three aspects: pay attention to the development of teachers,improve teachers’ understanding of the functions of illustrations in textbooks,pay attention to the use of different functions of illustrations to cultivate students’ ability and literacy;Change the teaching concept from top to bottom to form a scientific teaching concept;Guide students to correct their attitude towards illustrations and use them correctly.