The Study On Illustration And Application Of Unified Compilation Of Junior Middle School Chinese Textbooks

Textbook illustration,as an important curriculum resource,plays a vital role in Chinese classroom.In addition to decorating and embellishing textbooks,textbook illustration can promote students’ understanding of texts,enhance students’ interest and cultivate their aesthetic taste.On April 21,2022,the Ministry of Education of the People’s Republic of China officially promulgated the Chinese Curriculum Standards for Compulsory Education(2022 edition),which defines the connotation of core qualities from the four aspects of cultural confidence,language application,thinking ability and aesthetic creation.It guides the Chinese curriculum of junior middle school and also plays an indicative role for teachers to use illustrations to carry out teaching activities.However,by conducting interviews and issuing questionnaires to the teachers and students of the High School affiliated to Henan University,Luoyang Dongsheng No.2 Middle School and Pengdian No.1Middle School in Yanling County,Xuchang City,it can be concluded that teachers and students generally ignore the illustration resources in textbooks.In addition,the quality and arrangement of textbook illustrations,the lack of teachers and students’ understanding of the teaching function of illustrations,and the impact of modern media technology are the main reasons for teachers and students to ignore illustrations.This paper is based on the application status of unified compilation of Chinese textbook illustrations for junior high school,the theory of subtext theory,Sperry’s theory of left-right brain division of labor as the theoretical basis,the informationization trend of "picture reading era",the new version of Chinese curriculum standards,the orientation of exam questions as the practical basis,the literature research method,questionnaire survey method,interview survey method,case analysis method,combined with the characteristics of Chinese teaching,It puts forward the basic strategies for teachers to use illustrations in reading teaching,writing teaching and oral communication teaching.Finally,the above strategies are applied to instructional design,and the instructional design is tested and reflected in specific teaching practices,so as to improve the utilization rate of textbook illustrations,promote the diversification of teaching means,and give full play to the value of illustration as a textbook resource.