Research On The Application Of Illustrations In Senior High School Biology Classroom Teaching

The biology curriculum standard requires that the overall composition of the textbook be illustrated,clear,beautiful,and well bound.The overall style of the textbook in terms of organization and presentation should be consistent,and each edition should have its own characteristics.For textbooks of the same edition,the layout of graphics and text should be unified as much as possible to form their own unique style.In terms of teaching suggestions,create exploratory learning situations through relevant pictures,text information materials,data,or pictures of the living environment presented,and teachers should cultivate students to complete exploratory learning reports using forms and diagrams.In 2021,Xinjiang began to use new textbooks.The new version of biology textbooks has richer content and more refined layout,which is greatly helpful for teachers’ teaching and students’ learning.It can be seen that the importance of illustrations in teaching materials is also increasing.The purpose of this study is to understand the latest progress and research focus of current research by analyzing the current research status of illustrations in high school biology textbook "Molecules and Cells" at home and abroad.Based on the results of research literature,this thesis analyzes the compulsory course 1of senior high school biology textbooks,understands the types and functions of illustrations,and proposes corresponding strategies for the application of illustrations.The author analyzes the illustrations in the textbook and categorizes them according to their presentation method and location.They are divided into biological schematic diagrams,biological pattern diagrams,biological physical objects diagrams,biological table diagrams,biological statistical diagrams,biological manga diagrams,and character diagrams.Divide the textbook illustrations into cover images,scientist interview images,chapter images,and main text images according to their positions.The main body diagram can be divided into column diagram and main body diagram.Using a questionnaire survey method,this study investigated students’ interest in biology,their understanding of illustrations in biology textbooks,the use of illustrations by teachers in the classroom,their feedback on the use of textbook illustrations,their use of textbook illustrations,their memory of textbook illustrations,their attitudes towards exam questions with illustrations,their collection of relevant image information after class,and the types of illustrations that students like Conduct a questionnaire survey from the perspectives of teachers explaining the teaching methods of textbook illustrations and students’ preferred teaching methods,and analyze the application of textbook illustrations in practical teaching activities.Using the interview method,conduct interviews with frontline teachers on their understanding of textbook illustrations,their usage,the knowledge implicit in textbook illustrations,the way illustrations are presented,and whether exploratory learning contexts are often created to summarize the problems that teachers have encountered in the application process of textbook illustrations.Based on the analysis results and existing problems,propose the author’s own usage strategy and practice it.Firstly,select "The Structure and Function of the Nuclear Cell" for teaching practice,summarize the effectiveness of using textbook illustrations in the actual teaching process,analyze students’ classroom status,reflect on shortcomings,summarize experience,and provide reference for future research.Propose corresponding application strategies for different types of textbook illustrations.Suggestions for teachers’ teaching activities: 1.According to the biology curriculum standards,attach importance to the role of textbook illustrations;2.Excavate tacit knowledge according to students’ learning conditions;3.Keep up with the development of the times and improve one’s own literacy;4.Create learning contexts and cultivate exploratory learning;5.Combining with the real environment,replace textbook illustrations.Suggestions for students’ learning process: 1.Pay attention to textbook illustrations and improve their ability to read them;2.Learn how to read pictures and deepen knowledge understanding.