On The Use Of Illustrations In MOE Edition Junior Chinese Textbooks Under The Background Of The New Curriculum Standards

The Chinese Language Curriculum Standards for Compulsory Education promulgated in April 2022 mentions that Chinese teaching should be based on the development of students’ core literacy,teachers should use textbooks creatively,utilize and develop curriculum resources actively,and pay attention to the development of language teaching in the age of smart and connected.As a second language in textbooks,an intuitive teaching tool and a good curriculum resource,illustrations are intuitive,visual,interesting and inspiring,and play an important role in Chinese teaching.In the "post-image reading era",where information is developing rapidly,people are paying more attention to illustrations.Teachers should correctly grasp the relationship between " picture language" and "text language" and make good use of "illustrations" as an important teaching resource.This thesis adopts the methods of documentary analysis,text statistics,questionnaires and interviews,focuses on the use of illustrations in MOE edition junior Chinese textbooks under the background of the new curriculum standards.The whole thesis is divided into four parts,each of which is summarized as follows.Part Ⅰ is the introduction,which defines the background of textbook illustration research:Firstly,it explains the origin of the research in terms of the era,the requirements of the new curriculum and the teaching situation;Secondly,it explains the significance of the research in terms of both theory and practice;Then,a more detailed overview is provided of the current state with regard to the value,classification,use and problems of illustration in China and abroad;at the same time,the research methods and innovations are explained;Finally,the core concepts are defined as a basis for the rest of the thesis.Part Ⅱ is an exploration of the statistics and the value of using the illustrations in MOE edition junior Chinese textbooks.The author presents the number,distribution and types of illustrations,it is found that the number of illustrations in MOE textbook is more suited to middle school students’ cognitive development;the distribution is beginning to expand to other sections beyond reading;and the types are still rich and diverse but with a stronger traditional flavor.Therefore,MOE edition junior Chinese textbooks illustrations are more in line with the current educational philosophy and the requirements of the new curriculum for improving students’ language literacy,and have an important value for students’ cultural confidence,language application,thinking ability and aesthetic creation ability.Part Ⅲ combines data from the current situation survey to illustrate the current situation of the use of illustrations in Chinese teaching from both teachers and students,and to identify the problems and reasons for their existence.Some teachers and students are not aware of the use of illustrations and the lack of reading methods,which leads to the lack of use of illustrations;the impact of modern multimedia technology leads to the abuse of external illustrations;and the problems with textbook illustrations lead to the misuse of illustrations.Part Ⅳ is the core of the text and includes both macro recommendations and micro cases.First,the author makes suggestions for the problems in the use of illustrations in the current MOE edition junior Chinese textbooks.Such as updating teaching philosophy,correctly view illustrations;enrich theoretical knowledge,fully understand illustrations;strengthen methodological guidance,focus on teaching illustrations;improve Chinese literacy,scientific treatment of illustrations;appropriate supplementary creation,flexible use of illustrations.Furthermore,based on the textbook and the actual teaching and exam questions,the author explores the case of teaching fragments from five major sections: reading,writing,oral communication,integrated learning and guided reading of masterpieces.For reading,we use pictures to stimulate interest,set up doubts and solve problems,and expand or sublimate;For writing,linked reading board illustrations reinforce fragment writing and use comic essay training to identify topics and ideas;For oral communication,use illustrations to create situations;For integrated learning,use illustrations to integrate knowledge,conduct activities and present results;For guided reading of masterpieces,use cover book shadow illustrations to unify versions and stimulate interest,supplement original illustrations to tell the stories,clarify reading methods,introduce novel illustrated books to enrich teaching resources and expand related knowledge.