Study On The Application Of Illustrations In The Lower Section Unified Chinese Textbooks For Primary Schools From The Perspective Of Ecological Aesthetic Education

Ecological aesthetic education is a requirement for national green development,a new era of ecological civilization,and an important manifestation of the educational function of school aesthetic education.The integration of ecological aesthetic education into the classroom is a call of the times,and it should be infiltrated and extended in subject teaching.The core literacy of Chinese language focuses on the cultivation of students’ aesthetic and creative abilities.The illustrations in primary school Chinese language textbooks have rich ecological aesthetic elements and are a good carrier for ecological aesthetic education.By appreciating the ecological illustrations in the textbooks,students can gain rich ecological experiences,but the importance of ecological aesthetic education is not taken seriously in the actual teaching process.This article aims to explore the illustrations of elementary school lower level unified Chinese language textbooks from the perspective of ecological aesthetic education,providing theoretical support for implementing ecological aesthetic education in Chinese language classrooms through illustration teaching,and seeking effective and effective ways to implement it.This study explores the relationship between ecological aesthetic education and illustrations in primary school Chinese language textbooks.It further analyzes the ecological aesthetic value,objectives,and content of illustrations in the unified version of Chinese language textbooks.Through in-depth investigation and research,it is found that teachers are currently using textbook illustrations for ecological aesthetic education.It proposes optimization strategies for using textbook illustrations for ecological aesthetic education in Chinese language teaching.The first part of the introduction discusses the origin of the topic selection,research significance,research review,theoretical basis,and concept definition of illustrations in the Chinese language textbook for the lower stage of primary school from the perspective of ecological aesthetic education.It elaborates on the ideas and methods of this study,thus forming a preliminary understanding of the theory of ecological aesthetic education,with the aim of serving as the ideological basis for the content and overall approach of this study.The second part discusses the overview of ecological aesthetic education in the illustrations of the unified edition of primary school Chinese language textbooks.Firstly,it analyzes the number,types,and characteristics of illustrations in the unified edition of primary school lower stage Chinese language textbooks;Secondly,this article discusses the ecological aesthetic education in the illustrations of the Chinese language textbooks for the lower stage of primary school,focusing on their relationship,value,goals,and content.The third part carries out questionnaire survey and interview research on Chinese teachers of primary school students at the lower stage,analyzes the current situation of ecological aesthetic education in the illustrations of Chinese textbooks,and summarizes the causes of the problems: teachers lack awareness of ecological aesthetic education in the illustrations of primary school Chinese textbooks;Teachers did not pay attention to the guidance of students’ natural ecological aesthetic experience;Teachers overlook the ecological aesthetic value of poetic life in illustrations of primary school Chinese textbooks;Teachers lack effective ways to awaken students’ awareness of life existence through the use of textbook illustrations.The fourth part takes ecological aesthetic education as the guiding basis for the effective use of Chinese textbook illustrations.Based on the analysis of problems and reasons,it proposes effective strategies for the application of Chinese illustrations in the lower level unified edition of primary schools from the perspective of ecological aesthetic education theory: establish awareness of ecological aesthetic education,and appreciate the beauty of Chinese textbook illustrations;Based on natural textbook illustrations,awaken students’ potential aesthetic expectations;Pay attention to poetic living and guide students to develop emotional resonance;Understanding the existence of life,inspiring students to actively think about the value of life,and on this basis,providing reference for frontline teachers.