Research On The Use Of Pictures In Chinese Reading Teaching In Junior High School

Pictorial teaching is a frequently used supplementary teaching method in language teaching.The use of concrete visual images to support teaching is conducive to motivating students to learn,carrying out thinking activities,improving learning outcomes and developing thinking skills.Therefore,the use of pictures in language reading teaching has become one of the common methods and means used by teachers.However,although many teachers use drawings to help students understand the key points and difficulties in language teaching in junior secondary schools,there are still many problems in the implementation process,which need to be further improved and enhanced.Based on the current situation of junior high school language teaching,this thesis uses contextual teaching theory,information processing learning theory and other relevant theories,and adopts the literature analysis method,questionnaire survey method and case study method to conduct a more in-depth and systematic study on the importance and necessity of using pictures in junior high school language reading teaching,and how to use pictures to assist teaching.Through the study,we found that in junior high school language reading teaching,teachers can use pictures（sketches）to assist teaching according to teaching needs,which can not only let students actively participate in the classroom,expand their thinking and enhance their understanding of the text,but also cultivate students’ imagination and hands-on ability,and improve their aesthetic appreciation ability;it is also beneficial for teachers to efficiently complete teaching tasks and achieve teaching objectives.The thesis consists of five main parts.The Introduction,which introduces the origin of the topic,the significance of the research and the methodology,sorts out the research results on picture teaching at home and abroad,and clarifies the concepts and characteristics of pictures,pictures in language teaching and picture-assisted teaching.In the first chapter,the rationale and value of the use of pictures in junior secondary language reading teaching are explored at the levels of educational theory and practical needs.In the second chapter,an investigation and analysis of the current situation of the use of drawings in junior high school reading teaching.Through the questionnaire survey,we found that there are problems such as low frequency and lack of proficiency in the use of sketching by teachers in current teaching.A comprehensive analysis of the causes of these problems was conducted and solutions were proposed from three aspects: schools,teachers and students.In the third chapter,based on the current teaching situation and the questionnaire results,specific strategies for using picture-assisted teaching are proposed at the level of teaching poetry,fiction and prose,according to the characteristics of the different genres.In the teaching of poetry,teachers can use pictures to help students understand the imagery and the mood;in the teaching of fiction,teachers can use pictures to help students analyse the setting,plot and characters;in the teaching of prose,teachers can use pictures to allow students to savour the subtle language,feel the beauty of the text and understand the author’s emotions.In the fourth chapter,taking the unified textbook for Grade 7 as an example,three texts,namely "Journey to the Western Village","Confucius" and "The Shadow of the Back",are selected as examples of teaching design,showing in detail the use of pictures in language reading teaching practice and putting forward some actionable teaching suggestions for front-line teachers.