On the function and usage of the insert in teaching materials.

Perhaps many teachers don't pay attention to illustrations in textbooks, but in fact illustrations are an indispensable part of textbooks. For all grades, illustrations in Chinese books are rich. Personally, I think illustrations are a visual explanation of important or difficult paragraphs in a text. Illustrations are vivid and colorful, which I often use. When reading Chinese books, students will first be attracted by the illustrations in the books, thus stimulating children's reading interest. I wonder if the teachers care. When I was a child, as long as I didn't want to listen in class, I would draw pictures on illustrations, which was very fun. I am in the third grade this year, and I will also see some students drawing with pens when they are not paying attention in class. The illustrations in primary school Chinese textbooks are colorful, lively, attractive and infectious, which can shorten the time and space distance between students and texts and history. Chinese teachers can make full use of this educational resource and carry out various activities to cultivate students' abilities of observation, language and imagination, so as to make the classroom full of vitality and achieve twice the result with half the effort. What should I pay attention to when using? The new curriculum standard points out that Chinese teachers should attach great importance to the development and utilization of curriculum resources, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways. As illustrations are an indispensable part of teaching materials, teachers should not ignore this teaching resource. Mr. Lu Xun once said: "The original intention of painting books is to decorate books and increase readers' interest, but that power can supplement words, so it is a kind of propaganda painting. "In short, the illustrations in the text are of great benefit to the extension of the text content and play a very important role in improving the overall quality of students. Then, from what aspects do we explore illustration resources and carry out teaching suitable for the classroom? 1. Introduce the text with illustrations Case 1: When teaching the article Autumn in the Great Northern Wilderness, I introduced it like this: "Please look at the illustrations in the book first. What is this place? As the saying goes, "A good beginning is half the battle". Illustrations attract students. From the beginning of this class, the students spoke actively and the atmosphere was very active. Ingenious use of illustrations to introduce new lessons has narrowed the distance between students and texts and life, not only mobilized students' emotions and desire to express, but also built a platform for students to speak. 2. Link the text with illustrations. Case 2: West Lake paragraphs 2-3 are paragraphs describing the beauty of the West Lake. Teacher: Please enjoy the illustrations and describe the scenery you see. Health: the mountains in the distance are looming, the lake is vast and boundless, a little white sails pass by, and the lake in front of us is surrounded by green. Health 1: The mountains are rolling, one green, one thick and one light. Health 1: Lakes and mountains embrace each other. Health: ... Appreciating pictures leads to a series of problems, and it is natural to associate pictures with words. Students grasp the content of the text in the teacher's link questions, enjoy the beautiful scenery of the West Lake and Jingming in spring, and enter the artistic conception created by the article. At the same time, problem expansion also exercises students' generalization ability and feeling ability. Illustrations are static and silent, but as the embodiment of text content, text illustrations will be "enclosed" as long as teachers link them properly. At the same time, vivid illustrations will help students understand the text more deeply. The two complement each other. In a word, a good teacher always tries to attract students' attention from all aspects. In fact, the illustrations are small but useful. It's not a humble chicken rib, but a bowl of chicken soup with rich aroma. As long as teachers can teach as seriously and skillfully as they treat words, we can make our Chinese classroom teaching more interesting and charming.