Research On The Utilization Of The Textbooks’ Illustrations In Junior High School During Chinese Teaching Activities

In 2018,the unified Chinese textbooks were successively used throughout the country.Compared with the previous versions,the unified Chinese textbooks are more scientific and contemporary,and fully reflect the characteristics of both instrumentality and humanity of the Chinese discipline.Illustrations are an essential part of the unified compilation of Chinese language textbooks.With the birth of the new version of textbooks,Chinese language textbook illustrations have also shown new characteristics.Chinese textbook illustrations are not only an important reading aid system for text teaching,but also enhance students’ aesthetic and creative abilities,playing an important role in aesthetic education teaching in Chinese classrooms.In this paper,the author first summarized the theoretical basis of the relationship between textbook illustrations and teaching,summarized its characteristics and functions,and analyzed the illustrations in the unified junior high school Chinese language textbook,sorting out the classification and arrangement of illustrations.Secondly,the author focuses on the current teaching situation and existing problems of the use of illustrations in middle school Chinese classrooms,and conducts a survey and research using a questionnaire survey method in a junior high school in N city.Through the analysis of effective data,combined with teacher interviews and classroom observations,it was found that there are the following problems in the use of textbook illustrations in Chinese classroom teaching: 1.The frequency of using Chinese textbook illustrations in the classroom is relatively low.2.The use of illustrations in Chinese textbooks by teachers is monotonous.3.The use of illustrations in Chinese textbooks in the classroom is limited.The reason is that teachers do not attach enough importance to illustrations in Chinese language textbooks,and students’ limited understanding of illustrations in Chinese language textbooks results in the use of illustrations in middle school Chinese language teaching not achieving the expected goals.In response to these reasons,this paper attempts to propose the following strategies: 1.Teachers should establish the concept of using textbook illustrations to promote the development of aesthetic education.2.Teachers should carefully prepare illustrations and conduct secondary development of textbook illustrations before class.3.Teachers should attach importance to teaching pictures and guide students to effectively read them.