初中英語教材中插圖的使用及使用策略--以冀教版為例論文設(shè)計(jì)

1、目錄摘 要IAbstract第一部分 引言1第二部分 文獻(xiàn)綜述.一、國外關(guān)于插圖在初中英語教學(xué)中的使用現(xiàn)狀及使用策略的研究.二、國內(nèi)關(guān)于插圖在初中英語教學(xué)中的使用現(xiàn)狀及使用策略的研究.第三部分 插圖在初中英語教學(xué)中的使用現(xiàn)狀及成因分析一、有關(guān)插圖在英語教學(xué)中使用現(xiàn)狀的研究二、插圖在初中英語教學(xué)中的使用現(xiàn)狀調(diào)查.1、研究內(nèi)容2、研究方法.2.1 文獻(xiàn)法. 2.2 調(diào)查問卷法. 2.2.1調(diào)查目的. 2.2.2調(diào)查對(duì)象. 2.2.3問卷的設(shè)計(jì)與編制. 2.2.4 問卷結(jié)果分析. 3、總結(jié)與反思. . 第四部分 初中英語教材中插圖的有效使用策略.1、使用插圖的有效策略2、結(jié)語.第五部分 參考文獻(xiàn)附錄

2、一附錄二致謝.（宋體小5號(hào)）摘 要教材既是教師教學(xué)的主要工具，也是學(xué)生學(xué)習(xí)的主要材料。而教材又是主要由文字與插圖共同構(gòu)成。然而教材插圖在幫助理解課文、加深記憶、吸引學(xué)生注意力、激發(fā)學(xué)生學(xué)習(xí)興趣等方面發(fā)揮著其獨(dú)特的作用。鑒于此，筆者結(jié)合問卷調(diào)查對(duì)冀教版初中英語教材插圖的使用情況進(jìn)行了研究,并提比較有效的使用策略?；仡櫤驼砹藝鴥?nèi)外關(guān)于插圖的相關(guān)文獻(xiàn)，主要包括關(guān)于插圖在教學(xué)中的使用和使用策略等方面的相關(guān)研究。然后對(duì)部分英語教師和學(xué)生進(jìn)行問卷調(diào)查以了解師生對(duì)插圖的評(píng)價(jià)、認(rèn)知及喜好和插圖的使用情況。調(diào)查結(jié)果顯示，教師對(duì)冀教版初中英語教材插圖的評(píng)價(jià)較高，而學(xué)生評(píng)價(jià)卻不高。教師和學(xué)生都肯定教材插圖在教學(xué)中

3、的積極作用，然而他們卻反應(yīng)使用效果并不理想。通過問卷筆者發(fā)現(xiàn)教師使用插圖教學(xué)時(shí)出現(xiàn)的問題有:教師忽略對(duì)學(xué)生“看”的技能的培養(yǎng)、教師使用插圖教學(xué)未考慮學(xué)生的喜好及認(rèn)知、教師對(duì)教材插圖的信息呈現(xiàn)不全面和插圖教學(xué)設(shè)計(jì)與實(shí)施偏離教學(xué)目標(biāo)。最后根據(jù)插圖使用過程中存在的問題，探究其原因并給出相應(yīng)的建議以期更好地幫助廣大一線教師更有效地利用教材插圖進(jìn)行教學(xué)。此外，筆者也指出了本研究的不足以及對(duì)后續(xù)研究的展望。關(guān)鍵詞： 初中 教材插圖 應(yīng)用現(xiàn)狀 使用策略 AbstractTeaching material is not only the main tool for teachers, but also the

4、 main material for students to learn.The textbook is mainly composed of text and illustrations.However, textbook illustrations play a unique role in helping students understand the text, deepening their memory, attracting students attention and stimulating their interest in learning.In view of this,

5、 the author combined with the questionnaire survey on the use of illustrations in junior high school English textbooks, and put forward more effective use strategies.This paper reviews and sorts out the literature about illustration, including the research on the use of illustration in teaching and

6、the use strategy.Then, some English teachers and students were surveyed by questionnaire to understand their evaluation, cognition, preference and usage of illustrations.The results of the survey showed that the teachers evaluation of the illustrations in the Jedi edition of junior middle school Eng

7、lish textbook was higher than that of the students.Both teachers and students affirm the positive role of illustrations in teaching, but they reflect that the use effect is not ideal.Through the questionnaire, the author found that the problems occurred when teachers used illustrations in teaching w

8、ere as follows: teachers ignored the cultivation of students look skills, teachers did not consider students preferences and cognition when they used illustrations in teaching, teachers presented incomplete information about illustrations in teaching materials, and illustration teaching design and i

9、mplementation deviated from teaching objectives.Finally, according to the problems in the use of illustrations, the author explores the causes and gives some Suggestions in order to better help teachers to use illustrations more effectively.In addition, the author also pointed out the shortcomings o

10、f this study and the future research prospects.Key words: junior, textbook illustrations, application status, application strategiesPart introductionIn recent years, domestic scholars pay more and more attention to the study of textbook illustrations textbook illustrations formed after careful study

11、 and selection, textbook illustrations and students in the most important image information, it does not need to use other media to play its role, more than any other a more direct and more convenient such as voice of image data acquired but now due to the popularity of multimedia, in the actual tea

12、ching practice, students see the beautiful pictures on the courseware more, even the vivid video, interest in the textbook illustrations to reduce gradually, teachers low efficiency of the use of illustrations, improper use of became commonplace. Although there are many teachers in the teaching proc

13、ess and realize the teaching material of smoke figure of the unique aesthetic function and important supporting role, but due to the pursuit of teaching progress, the pursuit of the assessment results, such as short-term behavior, or teachers own ability is insufficient, some guidelines for the text

14、book illustrations are often touched, about this study is to in the form of questionnaire survey the use of illustrations in JiJiaoBan junior middle school English teaching situation and study a more effective use of strategies Through explores the application of the illustrations in the actual teac

15、hing, provide theoretical basis for the implementation of the illustrations and application guidance, and to provide powerful reference for other English education workers, cause the attention of English teachers to illustration teaching of junior middle school English textbook illustrations utiliza

16、tion found insufficient to seek resolution strategy, can cause the attention of teachers and students of junior high school English textbook illustrations, so that the textbook illustrations play a more important application value, to improve the effect of English class teaching has a certain practi

17、cal significance to the teaching material illustrations make, let the teacher from teaching materials to use .In this paper, the following theoretical basis is also involved in the research of this subject1、Compulsory education English curriculum standards, the 2011 edition is pointed out that: in t

18、he tertiary level 4 and 5 goals can understand read with the help of pictures and tells the story of the simple, can use simple language to describe according to the pictures of your own or anothers experience can prompt words or sentences according to the pictures, write a short description to writ

19、e a simple paragraph or instructions as shown visible textbook illustrations of various skills play an important role2. Middle school students cognitive characteristics according to the psychological and age characteristics of middle school students, they need for fresh and vivid things to stimulate

20、 and thinking have obvious Hugh vivid characteristics, use of illustrations teaching can stimulate students interest in learning whether early or late teaching aid is through the visual form to help learners to understand the learning conten3. Canadian psychologist AllanonPaivio Dual Coding Theory (

21、1986) proposed the Dual Coding Theory (Dual - Coding and found) the Theory is that people have two on the function and structure are not independent but not interconnected words processing and storing information of cognitive system and speech system used for processing speech information representa

22、tion system, generate verbal response, representation system with dry processing objects or events of nonverbal information, form of psychological representation according to this model, illustrations are helpful to the memory of the text content knowledge is visible, can be in the form of visual la

23、nguage and at the same time to present information to enhance the recall and recognition of knowledge in a way, based on the understanding of language provides a good supplement, greatly reduces the language cognitive load, so as to promote the spread of knowledge and innovation according to the dua

24、l coding theory, long-term memory encoding both semantic coding, coding and representation only if students for learning materials is encoded in the form of semantic, the understanding and memory results is certainly not ideal if the information in the teaching material and two channels enter the br

25、ain through verbal and visual memory will pay more easilyTherefore, in the process of English teaching, teachers can use illustrations auxiliary teaching in the teaching, rendering text and image materials at the same time, combining oral interpretation and image, students can undertake both semanti

26、c and image coding, in abstract knowledge and concrete representation of a few pieces of establishing the correct contact, students study effect will reach twice the result with half the effort4、Modal theory more than 4 different people for multiple modes have different opinions, such as the concept

27、 in Mr. Kress seems more modal is different way of communication, in the process of construct meaning modal Jewitt may appear not only use language as a way to understand the expression of content, and combining with the image signal expression in communication, and other symbolic form de-lu zhang,

28、however, that many modal refers to people through language and images, sound, movement, and other symbols of resources, to stimulate a variety of organs, thus the phenomenon of communication to sum up, many modal is the language sound image. If in actual English teaching, teachers can make use of mu

29、lti-modality (speech, voice, image, facial expressions, etc.) in combination with students visual, auditory, tactile and kinesthetic senses for classroom communication and learning, the teaching effect may be better、Part Literature Review一、Research on illustrations in junior high school English text

30、books abroadSome foreign researchers (Halbert m. g. 1943) have shown that illustrated stories with high degree of graphic correlation are of higher teaching quality and more effective than those without pictures. Illustrations play an auxiliary role in the text and supplement the text content, which

31、 enrices the textbook content to a certain extent. Some scholars (Levin, Hunter,Tang) put forward the function of the illustrations in the textbooks Hunter (1987) argue that illustrations have adornment to strengthen extend the functionality of summarizing and comparing Tang (1994) argues that illus

32、trations have ornament adornment function strengthen the generalization and improve text features accurate spread knowledge and rich information function in general, overseas for illustration of this topic research the use of illustrations, and use strategies in junior middle school English teaching

33、 materials have a reference, this research also has certain reference significance.二、Domestic research on illustrations in junior middle school English textbooksThe world famous educator comenius, illustration is earlier with illustrations of the textbooks, since then, illustrations are received ext

34、ensive attention of education American scholar Lenie and he summarizes the results of the experimental study of 3115, the conclusion is: with illustrations of the textbook the teaching effect is better than pure textual (owner as well the role of the textbook illustrations, biology teaching, 2001 (2

35、6) 12) but, at present, the junior middle school English teaching in the illustrations, does not take its role play to maximize the researchers study the usage of illustrations,Group survey data show that 31% of the teachers dont use the textbook illustrations, 26% of the teachers according to their

36、 own understanding of selective use of illustrations, 3% of the teachers in improper use of illustrations, only 40% of the teachers can often use illustrations (Yang Xiangling, junior high school English textbook illustration of the use of research, education and teaching research, volume 31, 2017,

37、8) today, junior middle school English teaching material the use of illustrations in the study, the scholars (Feng Wenjun, 2013;Sue, may, 2014;Humor Zhang Rui Zhou Jingmei, 2017) are the undisputed illustrations as auxiliary teaching is an effective tool for improving the teaching effect of illustra

38、tions of this functionality, for many teachers to use effective illustration provides strong support for each picture can make, to play its proper role, better serve the English teaching scholars Yang Xiangling (2017) for junior middle school English teaching materials in the illustration the effect

39、ive use of the proposed countermeasures (1) to help map using illustrations import subject;(2) assist in the interpretation of drawings and explain the text skillfully with illustrations;Practice figure (3) to help with illustrations of practicing skills according to the location of the illustration

40、s in the textbook, the writer will be divided into illustrations help mapping, annotations and practice figure help mapping, namely in front of each unit of illustrations help effective import unit theme, annotations seal in the illustrations in the text, to help explain the illustrations of the tex

41、t, practice, help to help the problem solving in the practice of illustration it can increase the amount of information, lower the difficulty of teaching, strengthen the skills training, improve the teaching effect is also some scholars (humor Zhang RuiZhou jingmei) proposed different strategies, (1

42、) illustration designers effectively design textbook illustrations, (2) teachers make full use of textbook illustrations to teach some scholars (Mandl,Levin) in the investigated teachers make full use of the textbook illustrations of the function of the needle in the process of junior high school En

43、glish textbook illustrations made detail they think that people get knowledge from words and images of more and more attention to internal process based on this cognition, they discussed how to get theoretical knowledge from text and illustrations they think illustrations have five functions, (a) de

44、corative function, (2) the representation function, (3) the organization function, (4) to explain function, (5) transformation function of junior middle school English teachers are based on the function of the illustrations make full use of illustrations, the illustration of the role play to maximiz

45、eLiang Guang (1999) points out that the illustration has the function of moral education of Lu Yang (2004) points out that the illustration has the function of influence learners emotional attitude of the function of stimulating learning interest Liao Hui (2005) argue that illustrations have influen

46、ce function pay attention to guide and support functions Zhang Li (2014) illustrated with a recorded message information guidance information to enhance persuasion and enhance the function of the artistic appeal of illustrations scholars both at home and abroad have different understanding, but on t

47、he whole mainly from two aspects: define the function of the textbook illustrations from textbook illustrations in textbooks and to the studentsFrom the perspective of the function of textbook illustrations to textbooks, textbook illustrations mainly have the function of demonstrating, organizing, e

48、xplaining, decorating, strengthening, expanding, summarizing and comparing. From the perspective of the function of textbook illustrations to students, textbook illustrations mainly have the function of influencing attention guidance, support and moral educationPart An investigation into the applica

49、tion of illustrations in junior high school English teaching and an analysis of its causes一、Research on the current use of illustrations in teachingAccording to example illustration (2009), also known as illustrations, refer to attached to the books and periodicals in the drawings or printed in the

50、middle of the body, some with insert mode, to the body content vividly shows that works to enhance the appeal of this definition is obviously aiming at the need of text books, is a narrow definition of Beijing commercial press the modern Chinese dictionary (2002) definition of illustrations to inser

51、t in the middle of the text to help explain content of picture, including scientific and artistic Gao Wei jie illustrations in the junior middle school English teaching material effect research (2008) pointed out:From the perspective of psychology, illustrations are pictures intersperses in the text

52、 to provide background information for the text or to decorate the text to explain the organization of the text.Mobilize a variety of sensory organs to participate in learning activities;Non-cognitive factors affecting learners, arouse their learning motive, promote the overall memory imagination an

53、d understanding, more dynamic, and can be expressed in words difficult to articulated of space and the specific details of the different peoples understanding of illustrations have different north ping wu, will be illustrated from the Angle of psychology is defined as penetration in the teaching mat

54、erial for the article to provide background information or content, tissue for decoration for interpretation, such as pictures and Yang Xiangling think English textbook illustrations refers to a picture is attached in the English teaching materials, is an important component of the textbooks, is supplement and explanation of the text In this study, the definition of English textbook illustrations is a variety of pictures that are inserted into the junior high school English textbook and supplemented with backgro