小学英语论文 A Comprehensive Study of Using the Illustrations of PEP Primary English Tetbooks to Effectively Improve Students Thinking Traits

2022年安徽省中小学教育教学论文评选AComprehensiveStudyofUsingtheIllustrationsofPEPPrimaryEnglishTextbookstoEffectively ImproveStudents’ThinkingTraitAbstract:ThemostdistinctivefeatureofthePEPPrimaryEnglishtextbooksisitsgraphicsandpictures.AsanimportantpartofprimaryEnglishtextbooks,illustrationsnotonlyproviderichteachingresources,butalsoprovidelanguagescaffoldingforstudentstocarryoutlanguagepractice.However,manyteachersdonotdigdeeplyenoughintopictureresources.Underthebackgroundofcorecompetence,teachersshouldmakeuseofmorepotentialinformationoftextbookillustrationstoeffectivelyassistclassroomteaching,activatestudents’thinkingandimproveclassroomeffectiveness.Combinedwithteachingexamples,thispaperintroducestheconcretemethodsofusingtextbookillustrationstohelpstudentsfeelthefunoflearning,trainandimprovethinkingtraits. Keywords:PEPPrimaryEnglishTextbooks,textbookillustrations,thinkingtraits,UnitIntegration1．Introduction1．1TheApplicationStatusoftheIllustrationsofPEPPrimaryEnglishTextbooks1．1．1IgnoretheFunctionofTextbookIllustrationsInthepracticeofEnglishteachingactivities,itcanbefoundthatthereareagrowingnumbersofteacherscanmakeexcellentmultimediacoursewarewiththehelpofpictures,GIFs,musicandshortvideostoenrichtheteachingcontent,However,theready-madetextbookillustrationsarenotfullyused,orevenignored. 1.1.2SimplyUsetheTextbookIllustrations

Inthedailyteachingprocess,manyteacherschoosetousetherelevanttextbookillustrationsaccordingtotheteachingcontentrelevanttextbookillustrations,buttheyoftendon’tputtheirheartsintoitnordotheydigdeeplyintothegraphicinformation.Asaresult,theymightmissagoodteachingopportunity. 1.1.3BlindlyUsetheTextbookIllustrations

Illustrationsarenotonlyforappreciation,butalsoforrationaldesignanduse.Inthecourseoflessonpreparation,someteachersareunabletoreasonablydesigntheentrypointof12022年安徽省中小学教育教学论文评选textbookillustrations,whichleadstothefailureofstudentstoestablishtheconnectionbetweenillustrationsandlearningcontentinthecourseofteaching,resultinginpoorlearningeffect.CompulsoryEducationEnglishCurriculumStandards(2022edition)(referredtoasThe2022CurriculumStandardshereinafter)urgesthatteachersshouldusetexttitles,picturesandotherinformationtoassisttextcomprehension(MinisterofEducation,2022).Throughaseriesofexperimentalstudies,researchersfoundthattheteachingeffectoftextbookswithillustrationsismoreobviousthanthatoftext-onlytextbooks.EnglishteachingshouldnotonlybeaboutlearningtheEnglishlanguage.Teachersshouldanalyzeandinterpretpicturestogetherwithstudents,andtrainstudentstoreadandinterpretpicturesgradually.(Fu,2017)1．2AttributionofConfusionintheUseofPEPTextIllustrationsWhenteachersuseillustrationsforteaching,thepositioningofteachingobjectivesisnotaccurate,theselectionofmaterialsneglectstheessentialsandtheuseofillustrationsisnotscientificenough.Theseproblemsleadtothelowefficiencyofillustrationteachinganditisdifficulttoarousestudents'interestinlearning.1．2．1BackwardTeachingObjectivesTeachersarereluctanttouseillustrationsintheirusualteaching,mainlybecausetheteachingconceptisbackward,thetargetpositioningisinaccurate,andtheexamination-targetedphenomenonisfairlycommon.Inthemindsoftheseteachers,thereisstillsuchaconcept:themainpurposeofEnglishtestisthestudents’abilitytoreadwords,articles,discourse.Inthelimitedclassroomteachingtime,thereisn’tenoughtimeforstudentstoreadasmuchaspossible.Aseveryoneknows,suchatargetpositioningwillonlyletoneselftrapintotheincreasinglyinefficientclassroomteachingmire.1．2．2RelytoomuchonMultimediaThecoachspentalotoftimelookingforextracurricularpictureresources,butignoredtherichillustrationresourcesinthebook,whicharecloselyrelatedtotheteachingcontentofthiscourse.Thisapproachignorestheroleoftextbookillustrationsininformationacquisition,scaffoldingconstruction,thinkingexpansionandotheraspects.Thisnotonlyconsumesalotoftimeforteacherstopreparelessons,butalsoeasilymakesstudentsfeelunfamiliarwiththelanguagecontentofthetextbook.Furthermore,theessentialswillbeneglected.1．2．3LackofStrategiestoUsetheTextbookIllustrationsSometeachershaverealizedtheimportanceofusingillustrationsintextbooks.However,22022年安徽省中小学教育教学论文评选inthespecificoperation,whichislackofscientificandreasonableoperationstrategy,itisdifficulttoplaytheroleofdevelopingstudents’thinkingability.Inthelongrun,students’thinkingisboundtobeimprisoned,illustrationscannotplaytheroleofsettingtheenvironmentandenlighteningstudents. 1．3TheNecessityofStudyingtheUsageofTextbookIllustrationstoImproveThinkingTraitBecauseprimaryschoolstudentsareintransformationwhichisfromtheconcreteimagethinkingtoabstractthinkingtransitioncriticalperiod,sointhelearningprocessteachersneedtousetheimageofthingstoguidestudentstoobserve,analyze,imagineandthink(ZhangandSu,2017).Therefore,textbookillustrations,asthemostintuitivewrittencontentinteachingauxiliarymaterials,whichcaneffectivelypromotestudents’understandingoftextcontent,effectivelytrainstudents’Englishthinking,andplayaverysignificantroleinimprovingstudents’comprehensivelanguageapplicationability.TheproperuseofillustrationsinEnglishteachingnotonlymakesstudentsinterested,butalsomakesknowledgeeasytounderstandandeasytograsp.Inclass,inadditiontotextbooktextinput,thereshouldalsobeinputofcorrespondingillustrationinformation.Ifteacherscanfullyexploreandreasonablyusetextbookillustrations,itwillbehelpfultoprimaryschoolEnglishteachinginaspectssuchascreatingteachingsituations,expandingstudents’thinking,enhancingclassroomdeposits.Theauthorbelievesthatwemustattachimportancetotextbookillustrationsapplications.Inthispaper,theauthor,hopingtocloselycombinetextandtextbookillustrations,triestosharesomeperspectivesonhowtousethePEPtextbookillustrationsintheteachingprocesssuchaswarm-up&lead-in,practice,consolidationandemotionaleducationtoimprovestudents’thinkingtrait.2．SuggestionsonProperlyUseTextbookIllustrations2．1EducationAuthoritiesandSchoolsShouldProvideMoreHelptoTeachersAccordingtoThe2022CurriculumStandards,teachingresearchandteachertrainingactivitiesshouldfocusonguidingteacherstofullyreadtextbooksandusethemwellinanintegratedandcreativewayonthebasisofcorrectlyinterpretingtheconceptandrequirementsofcurriculumstandards(MinisterofEducation,2022).Theeducationauthoritiesandschoolsoughttoorganizeallsortsoftrainingactivitiestohelpteachershaveabetter32022年安徽省中小学教育教学论文评选understandingofthetextbookandcreativelyuseitintheirteachingprocess. 2．2TeachersShouldChangeTheirTeachingConceptandContinuouslyEnhanceTheirTeachingAbilityThe2022CurriculumStandardsadvocatesthatthepurposeofevaluationandexaminationistoevaluatethedevelopmentlevelofstudents’coreliteracyandpromotestudents’all-round,healthyandindividualdevelopment(MinisterofEducation,2022).Therefore,teachersshouldreversetheexam-orientededucationtohelpstudent’sfuturegrowth.Inadditiontohelpingstudentstolearn,textbookillustrationscanalsocultivatestudents’personalityandhaveasubtleinfluenceonstudents.Teachersshouldpreparelessonscarefullyandpondertheeducationalvalueofillustrations.Theyshouldguidestudentstoobserve,experiencetextbookillustrationsandparticipateinlearningindependently,soastoachievesuccessandhappinessinlearningandbecomethemasteroflearning.2．3StudentsshouldTakeTextbookIllustrationsSeriouslyFirstly,whenlearning,studentsshouldchangetheirideas,learnactively,andcooperatewellwithteachers.Theyshouldbeawareofthefactthatlearningtousetextbookillustrationswillnotbringaburdentotheirownstudy,butitwillhelpstudentsbetterstudy,deepentheirunderstandingofEnglishknowledge,andcultivatestudents’sentimenttohelpimprovetheirpersonality.Furthermore,studentsshouldobservetheillustrationscarefullywhilepreviewing.Self-observationduringpreviewistheresultofstudents’independentobservationandthinkingwithoutteacher’sguidance,whichismoreconducivetostudents’autonomyinlearning,andalsohelpstocultivatestudents’observationandthinkingpower.Lastbutnotleast,whilehavinganEnglishclass,studentsaresupposedtolistencarefullyandthinkaboutthetextbookillustrationsactivelyandcreatively.Tosumup,intheprocessofunderstandingandusingillustrationsindependently,itisalsobeneficialtocultivatestudents’thinkingabilityandcreativeability.3．TheUseofPEPTextbookIllustrationsinTeachingActivities3．1TheUseofPEPTextbookIllustrationsinWarm-up&Lead-inThemainpurposeofWarm-up&lead-inistoarousetheclassroomatmosphereandmakepreparationsforthenewlesson.The2022CurriculumStandardsadvocatestheviewsonEnglishlearningactivitieswhichencouragestudentstoactivatethelearnedknowledgebasedonrealsituationsandproblems,andparticipateinaseriesofinterrelatedand42022年安徽省中小学教育教学论文评选progressivelanguagelearningandapplicationactivitiessuchaslearningandunderstanding,applicationpractice,transferandinnovationthatleadtotheexplorationofthematicmeaning(MinisterofEducation,2022).Mostteachersliketocreateaseriesofsituations,butittakesalotofeffort.Infact,carefulstudyandreasonableuseoftextbookillustrationscanhelptoachievethepurposeofunifyingteachingsituation.Teacherscanplacelearninginthecontextofthemainsituationoftheunitandusethepicturesofthemainsceneoftheunitwhichcontainalotofinformationasasupplementandexpansion.Itcanalsobeusedforpre-classinput,sothatstudentscanfirstlyunderstandthetopicofthelessonandperceivethecorelanguagepoint.TakePartALet’stalkUnit6InanatureparkofPEPBook5forexample.Thisunitmainlytalksaboutwhetherthereisortherearesomeobjectsinsomeplace.ThemainsceneofthisunitshowsMissWhiteistakingthechildrentoplayinthenaturepark,inwhichChenJieandJohnarereadingthemap(asshowninPicture1).ThereisamapinALet’stry(asshowninPicture2).Asaresult,teacherscanmakethefollowingteachingdesign:usingthepictureofthemainscenetointroducethetopicofthenatureparkandthenguidestudentstoobservethepictureofALet’stryandguidestudentstolistenandtickthewordtheyhear.Afterthat,twomorequestionscanbeaskedtointroducethenewlessonnaturally.Picture152022年安徽省中小学教育教学论文评选 Picture2

Thefollowingisthefragmentalrecordofthetext:

T:ChenJieandJohnaregoingonapicnic.Look,therearemanybeautifulflowers.Wherearethey?Canyouguess?Ss:Theyareinapark. T:You’resoclever.Yes,they’reinanaturepark.Asyoucansee,ChenJieandJohnarelookingatamap.Whatcanyouseeonthemap? Ss:Manytrees…

T:Allofyouhavesharpeyes!Look,ChenandMikearetalkingaboutthemap.Whatisinthepark?Listenandtickthewordyouhear.Ss:OK.T:Whatisinthepark?Wheredotheywanttogo?Let’smovetoLet’stalk.Inaddition,teachersmayalsoguidestudentstomakesomepredictionsabouttheillustrationsofthetextbooksothatstudentswilllistencarefullylaterontocheckiftheirpredictionsareright.Eventually,thelearningofthewholetextwillbeaccomplishedeasilyandsmoothlyintheprocessofverifyingthepredictionresultsstepbystep.TakePartALet’stalkUnit3Whatwouldyoulike?Book5(asshowninpicture3)forexample.ThislessonmainlytalksaboutfoodthatSarahandherfatherwouldlike.Picture3

Asfollowsisthefregmentalrecordsoftheteachingprocess:T:Whoarethey?Ss:TheyareSarah,Sarah’sfatherandhermother.T:Whataretheytalkingabout?Breakfast?Lunch?Dinner?S1:Dinner.62022年安徽省中小学教育教学论文评选S2:Breakfast.S3:Lunch. T:Alloftheabovementionedanswersarereasonable.We’llcheckitlateron.Onemorequestion:Whyaretheydrinkingwaternotjuice?S1:Becausetheyliketodrinkwater.S2:Becausejuiceistoosweet.T:I’msoproudofyou.Remember:Drinkingtoomuchjuiceisbadforourteeth!3．2TheUseofPEPTextbookIllustrationsinPracticeInthestepofpractice,thekeywordsandsentencepatternsthatlearnedinthislessonwillbepracticed.Traditionally,teacherswillprovidesomepicturesonthemultimediaforstudentstopractice.However,ittakesalotoftimetoprepare.What’sworse,itwoulddeviatefromtheoverallsituationofthetext.Therefore,withthehelpoftextbookillustrations,thepracticecanbemorenaturalandteachersshouldguidestudentstofocusonthesubtletiesofillustrations,letthemobserve,compare,analyzeandreasonincombinationwiththeirlifeexperienceandexistingknowledge,sothattheycanmasterthetextcontent,soastoimprovetheirabilitytosolveproblemsandenhancetheiragilityinthinking.Basedonstudents’experienceoflanguagestructure,functionandmeaning,itishelpfultodevelopstudents’languageabilityandimprovetheirthinkingsensitivityandagilitybyconstructingascaffoldwithillustrations,keywordsandfixedsentencepatternsandsummarizingthecontentofatext.TakePartBReadandwriteUnit4Whenistheartshow?Book6(asshowninPicture4)forexample.ThislessonisadiaryofSarahwhichmainlytalksaboutthegrowingprocedureofSarah’stwonewkittens.Manystudentsdonothavetheexperienceofkeepingacat,sotheyknowlittleaboutcat’schangesinthegrowingprocessateachstage.Buttheillustrationsofthetextbookvividlyandintuitivelyshowthechangesofthekittens.Studentswereinstructedtolookcloselyattheillustrationsinthetextbook,focusingespeciallyonthesubtlechangesofthekittensineachpicture.Then,withthehelpofPPT,theteacherscramblestheorderoftheillustrations(asshowninPicture5)andasksstudentstonumberthepicturesinchronologicalorder.(Spaceislimited,pleaseturntothenextpage.)72022年安徽省中小学教育教学论文评选Picture4Picture5

Thefollowingisthefragmentalrecordoftheteachingprocess:T:Whatcolourarethekittens?Ss:They’repink?T:Doyouwhytheyarepink?Ss:Becausetheyarebabycats.T:Yes,theyareveryyoung.Lookatpicture2.Whatcolouraretheynow?Ss:They’rewhite. T:Yes.Theyhavewhitefur.Buttheireyesarenotopen.Lookatpicture3.Whatarethekittenslike?Ss:Theyeyesareopen.Theyhaveblueeyes.T:Wow.They’resocute.Let’smovetothelastpicture.Whatcantheydo?Ss:TheycanwalkandplaywithRobin. T:Oh.Thereissomethingwrongwithmycomputer.Thepicturesofthetwokittensarescrambled.I’msonervous!Canyouhelpmetoorderthepictures?Please!82022年安徽省中小学教育教学论文评选Ss:OK. T:Thankyousomuch!It’sverykindofyou.Now,pleasereadthepassageagainandnumberthepictures.3．3TheUseofPEPTextbookIllustrationsinConsolidation3．3．1TextbookIllustrationsUsedintheProcessofRetellingInthestepofconsolidation,studentswillconsolidatethenewly-learnedknowledgeandpromotethetransformationfromknowledgetoability.Onthebasisofstudents’in-depthstudyoftext,teacherscanexplorethesubtextoftextbookillustrations,fullydevelopstudents’reasoningability,andexpandthereconstructionoftext.Teachersshouldbegoodatcarefullystudyingthewritingintentionoftextbooks,inspirestudentstomakecontributionstocomplementandexpandthetext,encouragestudentstoimagine,accuratelyunderstand,judgeandexperiencetheemotionsofcharactersinthetext,andreconstructthetext,soastoeffectivelyimprovestudents’abilitytointerpretthetextindependentlyanddeveloptheirthinkingability.TakePartBLet’stalkUnit3Wheredidyougo?Book8(asshowninPicture6)forexample.ThislessonisaboutAmy’stripinSanyabutthedialogueinthetextbookonlyintroducestwoactivities:wentswimmingandtookpictures.Accordingtotheconversation“CanIseeyourpictures?”Teachercanguidestudentstofocusontheillustrationsontherightsideofthedialogue.Theillustrationshowssomeotheractivities.Inadditiontothetwoactivitiesofwentswimmingandtookpictures,theactivitiesofplayedfootballandrodeabikearealsoprovided.Studentsareencouragedtomakeanewdialogue.Finally,studentsneedtoretellthetextwiththehelpofthefishbonediagram(asshowninPicture7)andillustrations.PPPicture692022年安徽省中小学教育教学论文评选Picture7Asfollowsisthefregmentalrecord:

T:SaranwantstoseeAmy’spictures.Doyouwanttohavealook?Ss:Yes.S1:Sheplayedfootball.S2:Sherodeabike.T:OK.Youhavetwominutestomakeanewdialogueaccordingtothesepictures.(twominuteslater)Timeisup.Now,onemoretaskforyou.Whocanretellthetextwiththehelpofthesepictures?S3:AmywenttoSanyawithherparentsoverthewinterholiday.ItwaswarminSanya.Theywenttherebyplaneonthefirstday.Onthesecondday,theyputonsummerclothesandtookpictures.Theyplayedfootballandpickedupshellsonthebeach.Onthelastday,theyrodeabikenearthebeach. T:Fabulous.IcanalmostimaginethebeautifulsceneryinSanya.I’mlookingforwardtovisitSanyasometime.Doyouthinkso?3．3．2TextbookIllustrationsUsedintheProcessofWritingTextbookillustrationscanalsobeusedinthewritingprocess.The2022CurriculumStandardspointsoutthatweshouldpromotetheimplementationofunitteachingasawhole.102022年安徽省中小学教育教学论文评选Teachersshouldstrengthenthequalityoftheidea,aroundtheunittheme,fullyexplorethevalueofeducation,establishuniteducationobjectivesandteachingmainlineaccordingtounitthemeandthoroughlyinterpretandanalyzeeachtextandrelatedteachingresourcesintheunit.(MinistryofEducation,2022).TakePartALet’stalkUnit4IhaveapenpalBook8(asshowninPicture10)forexample.ThislessonisaboutZhangPengandPeter’shobbies.Integrating“PartBLet’slearnUnit1What’shelike?,PartBLet’stalkUnit3Whatwouldyoulike?andpartALet’slearnUnit4Whatcanyoudo?Book5”and“PartBLet’slearnUnit2MyfavouriteseasonBook6”,theauthorcreativelymadeabubblediagram(asshowninPicture10).What’smore,theauthorcreatedthesituationofthespeechcontestandguidestudentstowriteaspeechdraftaccordingtothefishbonediagram.Picture83．4TheUseofPEPTextbookillustrationsinEmotionalEducationEmotionaleducationisanessentialpartofthewholeeducationprocess.PEPTextbookillustrationscontainabundantelementsofmoraleducation.However,manyteacherspaymoreattentiontothefunctionoflead-inofillustrationsbutrarelyextendtheideologicalnatureofillustrations.Themoralelementsoftextbookillustrationsmayprobablybeignored.TakePartBReadandwriteUnit2LastweekendBook8(asshowninPicture8)foracasestudy.Thislessonisareadingandwritinglesson.ThecontentisacomplaintletterleftbyWuBinbinandhisfamilyafterstayinginthehotel,whichtellsthestoryofhisfamily’sexperienceinthehotelandthereasonforthebadcomments.Inthepictureofthelater