Textbook illustrations are exquisite pictures that can broaden students' horizons and broaden their thinking. They are vivid, vivid and sensible. The following is the textbook illustration, picture material, textbook illustration observation ability and language appreciation function I have compiled. Textbook illustrations and pictures improve students' observation ability with the help of textbook illustrations

In Mo Bosang's Sunday at Flaubert's House, the author focuses on the clothes, manners and movements of Flaubert, Zola, Turgenev and Dude. There is an illustration in the text, which shows the scene that the four of them together with five literary giants from Mo Bosang. I designed two exercises around this illustration. One is to look at the illustration before reading the article, and to describe the characters in it.

focus on training the use of rhetorical methods. Then compare it with the description of the characters in the article. Let students improve their ability of describing characters through observation and comparison. The second is to infer the names of the five people in the picture according to the article. Let students train their ability to observe pictures and extract information from articles in the comparison of pictures and texts.

This text is followed by Beethoven, a musical giant. There is a colorful portrait of Beethoven in the first few pages of the Chinese book. I took the opposite approach to Flaubert's Sunday. Firstly, the article is analyzed, focusing on the author's appearance description in order to highlight the personality of the music giant. Let the students know that the description of appearance is to express the character, and the metaphor used in the description of appearance should be unified with the character. Then, according to the portrait of Beethoven in the colorful pages, I finished a description of Beethoven's appearance.

In both texts, illustrations are used to train students' ability of observation and description. Students are very enthusiastic about learning, because they can immediately apply what they have learned about character description, and they can also compare it with the description of the author of the text to experience the fun of challenging authority. On the other hand, while writing, their understanding of the article has deepened unconsciously.

From the perspective of Chinese teaching itself, the more sensory organs students can mobilize in class, the deeper their memory and the easier it is to understand. According to Piaget's theory, it is difficult for some middle school students to connect the content of the article with their past life experience without something tangible as an intermediary. In fact, if there is no connection between unknown knowledge and known knowledge, then learning will hardly happen.

Because learning is a process of deducing the unknown from the known. As Ausubel, a famous American cognitive education psychologist, said, "Before teaching students new knowledge, you must first know what students have learned." Another study shows that most students can get information through patterns and colors. Only a few students learn by reading. Therefore, it is very necessary to use pictures as an intermediary to teach. The function of improving students' language appreciation with the help of textbook illustrations

The most obvious function of textbook illustrations is to help students understand the text. Illustrations can turn the difficult into the easy, turn the abstract into the concrete, and enable students to intuitively understand the meaning of words and sentences in the class. Some words and expressions are difficult for teachers to explain clearly to students in proper language, because many artistic conceptions can only be understood but not expressed, especially in teaching ancient poems, and some famous sayings are not beautiful when explained. But if we compare pictures and texts, we can easily let students understand what is written in the text and solve these difficulties easily.

For example, when learning the poem Drinking by Tao Yuanming, students have some difficulties in understanding what the "true meaning" in "there is a true meaning, but they want to distinguish what they have forgotten to say", and why they have forgotten to distinguish it, so in teaching, I guide students to look at the textbook illustrations: What do you find in the illustrations? After carefully looking at the pictures, the students raised their hands to speak: the author stood by the fence with a hoe and a clay basket in his hand, picking chrysanthemums, and looked up at the beautiful scenery of Nanshan nearby, which was so leisurely. I further guide: so, doesn't such a scene make people feel far away from the world? Isn't this the "true meaning"? The students all smiled with understanding, and this effect of silence is really needless to say. Guess you like: