Research On Illustrations Setting And Classroom Implementation Of Primary School Science Textbooks

As technology advances and the information age arrives.Textbooks,as the most direct teaching resources,are also constantly developing.As we all know,illustration plays a very important role in teaching,especially for primary school science,which has both operational and intellectual characteristics.Textbook illustrations can impart knowledge to students more intuitively,which is helpful for students to obtain knowledge information and explore methods,and promote their science learning.Since the "Science Curriculum Standards for Compulsory Education in Primary Schools" was promulgated in 2017,the importance of science curriculum in primary schools has become increasingly prominent and attracted a lot of attention,opening a new chapter of science education in primary schools in China.In April 2022,the Ministry of Education issued the new "Science Curriculum Standards for Compulsory Education in primary schools",providing new directions for textbook writing and teachers’ teaching.At present,there are abundant researches on textbook illustrations,but few researches focus on primary school science,and most of them focus on the classification,problems and countermeasures of illustrations,and few researches combine teachers’ application performance in teaching.The main research question of this study is the setting and teaching application of illustrations in Qingdao edition of primary school Science textbook under the background of2017 edition of Primary School Compulsory Education Science Curriculum Standards..In order to understand the setting situation of textbook illustrations,combined with the existing research and based on Meyer’s classification theory,the number of illustrations of each category was counted,and the different functions of textbook illustrations were comprehensively analyzed according to different categories.In order to understand the application of the teachers in the teaching situation,this study of 87 high quality lessons according to the teaching activity as the unit of analysis framework of comprehensive analysis,combined with the related data of questionnaire,interview,summed up the teachers’ performance,the application of different categories illustrated the final research conclusion,and according to the research conclusions obtained the enlightenment.In terms of the specific setting of illustrations,on the basis of the preliminary classification of textbook illustrations according to their presentation forms,the author introduced Meyer’s illustration classification theory framework,counted the number of illustrations from three levels of content field,grade and learning activities,and summarized the various functions of each type of illustrations.Through the analysis,it is found that the illustrations of the Qingdao edition of elementary school Science textbooks are rich in types,and the four dimensions of Meyer’s illustration classification theory are all involved.The number of illustrations is large,but the number of decorative illustrations is large,and the number of explanatory illustrations is small.In terms of teaching application,this paper analyzes two dimensions of teachers’ behavior and cognition of illustrations,including three levels: application mode,application purpose and application motivation.Lesson according to the example,questionnaire,interview data,found that the teacher of Qingdao version of primary school science textbook illustrations of setting a positive attitude,in the teaching of textbook illustrations have immediate use,replace,use two ways,organized to explore,present knowledge,thinking,situational import four application purpose,and organizational illustrated the application of frequency is highest,Decorative illustrations have the lowest frequency of application.In teaching,there is a phenomenon that teachers do not fully understand the teaching function of textbook illustrations.To sum up,four conclusions of this study are drawn: the overall design and production quality of textbook illustrations is high;The teaching function of textbook illustration needs to be optimized and improved;The teaching frequency of textbook illustrations is high.The teaching application level of textbook illustrations by teachers is low.Then,according to the research conclusions,three enlightenments are drawn: selecting textbook illustrations and constructing a three-dimensional and ecological resource design and development mechanism;Improving teachers’ teaching application level of textbook illustration;To improve the level of textbook design team and construct a "designer-teacher" community of practice.This study of Qingdao version of primary school science textbook illustrations setting and teachers in teaching the application of performance description,found that the problem of textbook illustration set,analyzing the deficiency existing in teachers during the teaching application of illustration,for subsequent related theory research,the new textbook writing and teachers using illustrations provide a basis for teaching.