Nowadays, papers are often used to refer to articles that conduct research in various academic fields and describe academic research results, which are referred to as papers for short. It is not only a means to discuss problems in academic research, but also a tool to describe academic research results in academic exchanges. Let's take a look at the contents of the illustrated teaching papers in primary school Chinese.

Abstract: In the process of Chinese teaching in primary schools, illustration teaching is an important part of the whole teaching. For primary school students, illustrations can stimulate students' interest in learning, effectively attract students' attention, help students understand the content of the text, and cultivate students' observation ability imperceptibly. In the process of Chinese teaching in primary schools, teachers should make full use of teaching resources such as illustrations to improve classroom teaching efficiency and students' learning quality. However, in the specific teaching practice, how can primary school Chinese teachers effectively use illustrations for teaching? This paper analyzes this problem, hoping to help Chinese teachers in primary schools and play a certain reference role.

Keywords: effective use of Chinese illustration teaching in primary schools

Illustrations can often be interspersed with a lot of knowledge in the teaching process, and can also describe more information that is not clearly expressed in words. In the current Chinese textbooks for primary schools, words and illustrations are equally divided, which is of great significance to Chinese teaching in primary schools. On the basis of highlighting the nature of Chinese subject, fully satisfying the psychological and physical development characteristics of primary school students can stimulate students' imagination, cultivate students' thinking ability, and is also conducive to emotional education for students. In teaching, we should attach importance to the important role of illustrations, give full play to their vivid features, turn students' passive learning into active learning, and improve their cultural literacy in a relaxed and happy learning environment.

First, to stimulate students' interest in learning

Pupils are immature in all aspects. If you want to improve your academic performance at this stage, you must attract students' attention and stimulate their interest in learning, so that the learning atmosphere in the classroom will be more active and infectious. In the process of Chinese teaching in primary schools, teachers should guide students to observe illustrations carefully. In the process of students facing illustrations, many problems will emerge in their minds. Driven by curiosity, students will be more curious about the teacher's explanation. Through illustration teaching, students' imagination can be effectively cultivated, and students will change passive learning into active inquiry in the learning process. In the process of inquiry learning, students will find the inner charm of Chinese subject and have a strong interest in Chinese learning.

If the interest in learning is improved, the enthusiasm of students will be mobilized. In the process of Chinese learning in primary schools, teachers can make full use of illustration resources, design classroom introduction with illustrations, and grasp students' thinking at the beginning of the classroom, which will get twice the result with half the effort. For example, there is an article "Watching the Tide" in the primary school Chinese textbook, which simply explains the text, so it is difficult for students to have a vivid memory of the tide. Before learning the text, teachers should guide students to observe the illustrations carefully, and then study rationally on the basis of perceptual knowledge. The information captured by sensory organs can help students better understand the text, and at the same time stimulate students' desire for knowledge and pay more attention to it in later learning.

Second, cultivate students' thinking ability.

Make full use of illustration resources in Chinese teaching in primary schools, and combine words with illustrations. In the teaching process, words and pictures complement each other and promote each other. Many writing and expression processes are abstract and boring. It is difficult for primary school students to understand. In the process of teaching understanding, if we can effectively cooperate with illustrations, the obstacles to understanding will be solved.

For example, there is a poem "Looking at Lushan Waterfall" in junior high school textbooks, which uses exaggeration in the description process. Without knowledge reserve, it is difficult for students to grasp the main idea of this poem. After reading poems in teaching, you can lead children to observe illustrations. After observing the illustrations, most children can understand the author's writing skills. Of course, many illustrations in textbooks require students to have aesthetic knowledge. At this time, we should observe the illustrations on the basis of understanding the text content, understand the text content with the help of words, and better appreciate the illustrations on the text.

Third, cultivate students' innovative ability.

In the process of Chinese teaching in primary schools, giving full play to the advantages of illustrations can not only stimulate students' interest in learning and cultivate their thinking ability, but also cultivate their innovative ability. For example, there is an article called Dandelion in the primary school Chinese textbook. According to the teaching method in this paper, we can observe the illustrations in the process of explaining the text and sublimate the text content in the process of appreciating the illustrations. Let the students understand the words "receptacle" and "fluffy ball" in the text on the basis of observing the illustrations.

Then guide the students to imagine the dynamic picture of dandelion. Of course, not only illustrations should be used in teaching, but also multimedia teaching should be prepared to enhance the dynamic beauty of words and satisfy students' curiosity. Finally, teachers can guide students to imagine the state of dandelion at various stages by describing the words of shape. Finally, we must sublimate our feelings. After understanding the content and observing the illustrations, read the text with emotion. Chinese is both instrumental and humanistic. Cultivating students' innovative ability in the teaching process is inseparable from the cultivation of students' aesthetic taste. Through the effective teaching of illustrations, students can feel and enjoy beauty, and then create beauty.

The cultivation of aesthetic ability is not taught by teachers to students, but needs to be constantly infiltrated in daily study and life. For primary school students, illustrations are colorful and lively, which creates a harmonious learning atmosphere and has important reference significance for cultivating students' aesthetic ability.

Fourth, improve students' oral expression ability.

In the process of learning Chinese in primary schools, we should gradually improve students' oral communication ability and practice their oral expression ability in daily life. Chinese teachers can use text illustrations to strengthen students' oral ability. For example, in the teaching process, teachers can ask children to repeat the text and then recite the text on the basis of observing the illustrations of the text. Practice such as looking at pictures and speaking can not only improve students' expression ability, but also help students' writing ability in the future.

For example, when studying the article "My name is Shenzhou", there are illustrations about artificial satellites. Teachers can use illustrations to help students master more astronomical knowledge. Teachers can find pictures, videos and words about astronomical knowledge after class, and lead students to learn knowledge in class. Illustrations in primary school Chinese textbooks can not only improve students' oral expression ability, but also help students improve their reading ability. In teaching, teachers should guide students to learn illustrations in textbooks, give full play to the functions of illustrations, and make Chinese reading and learning more vivid. Illustrations in textbooks serve Chinese learning, and teachers must use them reasonably and accurately.

Verb (abbreviation of verb) conclusion

Illustration teaching in primary school Chinese textbooks is a very effective teaching method. Making full use of illustrations in teaching can effectively improve students' Chinese literacy and Chinese quality. Therefore, in the process of increasing students' knowledge reserve, we should use the illustrations in textbooks reasonably and skillfully, and give full play to the unique role of illustrations.

References:

Chen Wu. On the effective application of Chinese illustration teaching in primary schools [J]. Chizi (Middle School), 2015,06:152.

[2] Liu Zengzhen. On the role of illustrations in Chinese teaching in primary schools [J]. Academic Weekly, 20 15, 28: 50-5 1.

[3] Zuo Yin. On the effective use of illustrations in Chinese teaching in primary schools [J]. Education and Teaching Forum, 2012,20:146-147.

[4] Zhang Desong. On the application of "text illustration" in Chinese teaching in primary schools [J]. Education and Teaching Forum, 20 12, S2:113-114.

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