The Analysis And Use Strategy Research Of Illustrations In Compulsory High School Chemistry Textbook Of New PEP Edition

Textbooks is an important tool to share knowledge between teachers and students.Textbooks exerts irreplaceable function in education and teaching.New textbooks are essence products through countless curriculum reforms.The new edition of chemistry textbook not only implements the educational goals of the state for middle school chemistry education,but also summarizes and compiles the important knowledge content needed to cultivate the core accomplishment of middle school chemistry.In daily learning,most people pay attention to the text part of learning,ignore illustrations as an important component of textbooks learning,and only think illustrations just a decorative function.However,people don’t know that with the updating of teaching materials,the types and numbers of illustrations are gradually increasing,which play an important role that words cannot replace.This study is guided by dual coding theory,visual learning theory,constructionist theory and high school students’ cognitive level.Using text analysis and statistical analysis to make a comprehensive comparison from five aspects of illustration change,characteristics,arrangement,content and function.Through interviews and questionnaires to understand the current use of illustrations by teachers and students,and then give some strategies from the perspectives of teachers and students.It is hoped that through this research,teachers and students can change their one-sided understanding of illustrations and help teachers and students.and students to provide some reference and help when using illustrations.This study consists of the following five parts.Fist part: The introduction.Explain the basis of the topic selection,conclude the research status of textbook illustration in China and others country,give the research methods,and introduce the research substance and sense of my paper.Second part: Theoretical review.The introduction of dual coding theory,visual learning theory,constructionist learning theory and high school students’ cognitive level as the rationale of this paper,and then explain the two important ideas of “high school chemistry textbook” and “illustration” to highlight the main content of the research.Third part: Illustration analyse.Firstly,this paper makes a comparative analysis of the illustrations in the new and old compulsory high school chemistry textbooks,and analyzes the changes of the illustrations from four aspects: “adding”,“deleting”,“replacing(modifying)” and “unchanged” that summarize revision implications.Secondly,the illustrations in the compulsory high school chemistry textbooks of the new edition have the characteristics of color richness,form diversity,logic rigor and scientific guidance.Analyze whether the arrangement of illustrations is reasonable from the three aspects of position,proportion and density,and provide certain suggestions to the editor for the design of illustrations.Then,according to the knowledge content contained in the illustrations,illustrations are divided into experimental illustrations,material illustrations,conceptual illustrations,ideological and political illustrations.Finally,it analyzes the various functions of illustration from the perspective of Meyer and individual.Forth part: Illustrations use.Through interview method and questionnaire method respectively to ask questions to teachers and students,analyze the problems existing in the use of illustrations in preceding teaching.Afterwards,according to the existing problems,it summarizes the strategies of using illustrations.I hope it can give the teachers and students the use of reasonable and effective in learning chemistry textbook illustrations provide certain reference and help.Last part: Conclusion and reflection.Summarize the research results of this paper,expound the shortcomings of this research,and put forward prospects for the shortcomings of this research.