Illustrations and pictures of junior middle school Chinese textbooks after 1990s.
Illustration pictures of junior middle school Chinese textbooks after 1990s 1
/kloc-illustrations and pictures of junior high school Chinese textbooks after 0/990 2
Illustration picture of junior middle school Chinese textbook after 90 s 3
Illustration picture of junior middle school Chinese textbook after 90 s 4
Illustration picture of junior middle school Chinese textbook after 90 s 5
An Overview of Illustration Teaching in Junior Chinese Textbooks (I) Related Concepts of Illustration Teaching
Illustrations in Chinese textbooks are exquisite pictures taken or drawn to match the main characters, plots or scenes of the text, which can broaden students' horizons and broaden their thinking. They are vivid, vivid and emotional. Sometimes an illustration with a good conception angle and visual effect can even impress readers more than the text itself.
Illustration teaching is not a completely independent teaching mode, it is more interspersed in the daily text teaching process and is an effective auxiliary means of text teaching. Illustration teaching refers to a teaching mode in which teachers make full use of all kinds of pictures that may be obtained, including ready-made illustrations in textbooks, teaching wall charts, pictures collected from various channels, and even illustrations drawn by students. ) in order to achieve students' in-depth understanding of the text content and even cultivate students' various language abilities. Illustration teaching makes full use of the intuitive and perceptual images of illustrations. If teachers choose and use it properly, they will even receive influence beyond the text itself.
(2) A brief review of the illustration arrangement of junior middle school Chinese textbooks after the founding of New China.
According to the development track of junior high school Chinese textbooks after the founding of New China, the development of textbook illustrations has also undergone many adjustments, which can be roughly divided into three periods, which are summarized as follows:
The first period: the adjustment period from the founding of New China to the 1970s. In this period, China society was in a tense class struggle environment, and Chinese textbooks at this stage emphasized politics in both the arrangement of text content and the selection of illustrations.
A representative example is People's Education Publishing House, which has just been established 1950. Song Yunbin, Zhu, Jiang and others have compiled a set of junior high school Chinese textbooks. , with a large number of revolutionary stories and political propaganda articles. In addition, due to the limitation of printing technology at that time, there were only a few black and white pictures in the textbook, and they were all selected to match the political struggle at that time. 1963 On the basis of the draft of "Full-time Chinese Teaching Syllabus for Middle Schools" newly formulated by the Ministry of Education, the "New Chinese Teaching Materials for Middle Schools" edited by Liu and Zhang Chuanzong began to show rich illustrations. Although some illustrations have been drawn to match famous works, on the whole, the political role of pictures is still outstanding. Generally speaking, in the illustration teaching in this period, teachers made more use of illustrations to carry out ideological and political education for students, serving the political activities at that time.
The second period: the development period from the end of 1970s to the end of 1980s. After the end of "_ _", the education front was brought into chaos, and so was education in China. Take the middle school Chinese textbook revised by 1982 as an example, the textbook is focused and diverse in style. Since 1986, Chinese textbooks in middle schools in China have shown a diversified trend, and a large number of pictures with strong knowledge and artistry have appeared, but the contents in the selected texts are outdated and the printing is rough. At this time of illustration teaching, teachers began to dilute the political function of pictures, pay attention to the scientific and intellectual nature of pictures, and cultivate students' culture.
The third period: from the end of 1980s to the present. With the development of reform and opening-up, the illustrations in junior middle school Chinese textbooks are gradually rich and varied, which fully and vividly shows the atmosphere and trend of reform and opening-up.
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