A Study On The Value Of Illustration Courses In Junior High School Chinese Textbooks

As a kind of straightforward and vivid visual art,illustrations play an important role in classroom teaching of Chinese language for Junior High Schools.Due to insufficient understanding of the relationship between illustrations and language texts by editors of the teaching materials and teachers,the curriculum values of illustrations in the teaching materials are not fully realized.Therefore,it is necessary to establish a preliminary application system of illustrations in Chinese language teaching materials focusing on the relationship between the language and illustrations,expecting to enhance the curriculum values of illustrations in the teaching materials and promote teachers to more effectively use illustrations in the teaching materials.In order to enhance the curriculum values of illustrations in the teaching materials,it is necessary to identify the evolution history of illustrations.The compilation of illustrations in the teaching materials has a certain historical basis.The illustrations have experienced three stages including “ mixed languages and illustrations ”,“ separated languages and illustrations ” and “ integrated languages and illustrations ”,and each stage has successively presents the characteristics of “ illustrations serving as languages ”,“ mutual imitation between languages and illustrations” and “intertextuality of languages and illustrations ”.Therefore,the illustrations in the teaching materials are not images independent of the language texts in the teaching materials,but are the inheritance of the characteristics of “ mutual imitation between languages and illustrations ” and“intertextuality of languages and illustrations”,which as a whole is presented as illustrations drawn based on language texts and language text contents complemented by illustrations.Regarding the language texts in the teaching materials,the compilation of illustrations in the teaching materials has three kinds of arrangement forms including illustrations outside the texts,texts attached to the illustrations and illustrations embedded in the texts,and three kinds of language-illustration relationships,namely,illustrations derived from the texts,texts attached to the illustrations and texts added beneath the illustrations,which makes illustrations present the characteristics of relatively strong language-illustration relevance and focus on aesthetics properties,and also reveals the curriculum values of illustrations in Chinese language teaching materials for Junior High Schools in terms of text understanding,thinking capacity and aesthetics education.It should be noted that some problems occur in the process of compiling and using illustrations in the teaching materials which thus influence the effective realization of the curriculum values of illustrations in the teaching materials.The curriculum values of illustrations in the teaching materials can be enhanced from two paths: in terms of the path of compiling teaching materials,editors should increase the due illustrations,improve the quality of illustrations,avoid the disputes over the importance of languages and illustrations and enhance the intertextuality between languages and illustrations;in terms of the path of using illustrations in the teaching materials,teachers should establish the concept of equal importance of languages and illustrations,improve the ability of interpreting illustrations and excavating their connotations,teach students various methods of reading illustrations and optimize the teaching steps.