A Study On The Classroom Application Of Illustrations In Chinese Textbooks For Lower Primary School Students

Reading and understanding pictures is the only way for children to develop their thinking,and is also an indispensable survival skill for members of modern society.In the specific teaching recommendations of the "Chinese Curriculum Standards for Compulsory Education",it is specifically pointed out that teachers should consciously guide students to"read with the help of drawings in reading materials." However,due to subjective and objective factors such as teachers themselves,limited class hours,and class hours,illustrations are often placed in a dispensable position,and do not play their due functions and values in classroom teaching.In response to this issue,this article takes the practical application of illustrations in junior Chinese textbooks compiled by the Ministry of Education in classroom teaching as an example,using questionnaires,interview records,and classroom observations to investigate in detail the knowledge reserve of teachers about illustrations,the frequency of their use in actual classroom teaching,and their classroom application abilities.It analyzes the main problems and reasons for the current use of textbook illustrations in classroom teaching,And propose targeted improvement strategies and suggestions.Through a survey of the current situation of textbook illustration use in six ordinary public primary schools in Changzhou,Jiangsu Province,it was found that there are currently problems such as teachers’ low frequency of using textbook illustrations in classroom teaching,low willingness,and poor application effectiveness.The reason is that teachers do not correctly understand the dependence of children’s thinking development on textbook illustrations and the long-term comprehensive literacy development demand for illustrations,resulting in a low willingness of teachers to use textbook illustrations;The inappropriate way in which teachers use textbook illustrations and the unreasonable process in which they teach students how to analyze pictures lead to unsatisfactory results in the use of illustrations in classroom teaching;However,teachers’ insufficient understanding of the current textbook illustrations and their lack of skills in reading illustrations have not only caused teachers to pay sufficient attention to the use of textbook illustrations,which has led to a lack of willingness to use them,but also resulted in poor application results.In addition,there is a lack of a comprehensive mechanism for teacher teaching supervision and evaluation,ultimately failing to fully utilize the important curriculum resource of textbook illustrations.Based on the current survey results and analysis of the results,this article believes that improving teachers’ willingness and effectiveness to use textbook illustrations in classroom teaching requires multiple efforts.From the perspective of teachers themselves,teachers should strengthen their knowledge reserves,expand their knowledge,fully understand textbook illustrations,correctly view their educational functions,and enhance their awareness of actively using textbook illustrations.In teaching activities,it is necessary to face up to the laws of students’ physical and mental development,master correct methods and techniques for reading pictures,scientifically guide students to practice reading pictures,improve students’ ability to read pictures,scientifically and reasonably utilize illustrations from various sections,and flexibly handle unsatisfactory illustrations.From the perspective of managers,schools and educational authorities should explore ways to minimize the work tasks of junior language teachers and provide time for teachers to study illustrations;Hire experts and scholars to carry out research and training activities such as lectures to enhance teachers’ ability to use illustrations.In addition,schools and education authorities can establish an external monitoring and evaluation system,which,together with teachers’internal initiative,can promote teachers to use textbook illustrations more actively and scientifically in classroom teaching.