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笔者认为当教师引导学生观察插图时，学生的注意力会集中很多。因此，他们只能理解插图的字面意义，却无法挖掘插图的意义插图。开相反，大多数教师对教材中插图的内容、编排、数量、色彩等都比较满意。从问卷调查的数据来看，教师在教学中经常使用插图辅助教学，但在备课过程中，很少准备教材插图进行教学，近一半的教师会引导学生注意插图。

Chapter I Introduction

1.1 Background of the Research

Teaching material is an important resource for training talents and the main toolof teaching. In order to improve the quality of personnel training, the first thing is toimprove the quality of teaching material. The complete text system is composed oftwo parts which are illustration and text. Primary school stage is the stage ofchildren's systematic learning of knowledge. In this stage, children are full ofcuriosity and like colorful and interesting things. Compared with words, images havetheir own uniqueness, providing multi-dimensional sensory forms for viewers. Theirdirectness and vividness, as well as the vividness of image content, highlight manyaspects superior to text expression.

Obviously, the illustrated textbook will increase its attraction and meet therequirements of the curriculum standard. According to the curriculum objectives ofthe English Curriculum Standard (2011), the first level objective of the language skillgrading standard needs to be able to recognize or identify pictures or objectsaccording to the words and sentences, and it be able to read and understand simplestories with the assistance of illustrations. The second level goal is to be able tounderstand and read simple stories or short passages with the help of pictures, to writeshort sentences according to the prompts of pictures, words or examples. The thirdlevel goal is to be able to describe a series of pictures with phrases or sentences andwrite simple stories. It can be seen from the curriculum standards that Englishlearning is inseparable from the recognition and understanding of pictures. Forteachers and students, the first-hand learning materials are English textbooks. Makinggood use of textbook illustrations is conducive to the teaching and learning ofteachers and students. English Curriculum Standard of Compulsory Education(2011) clearly points out that English curriculum undertakes the task of students' basicEnglish literacy and development of students' thinking ability, and emphasizes toprovide students with broad thinking space and independent development space.English reading literacy consists of reading ability and reading character. Readingability includes decoding ability, language knowledge, reading comprehension andcultural awareness. Reading character means reading habits and reading experiences.(Wang Qiang, Ao narentuya. 2017) Through the text analysis of PEP textbook, everydetail in the textbook illustration contains the editor's design intention. 

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1.2 Purpose and Significance of the Study

Through the actual use in primary school English textbooks published by thePeople’s Education Press, we can know the current situation of setting illustrations intextbooks and whether there are unreasonable ones. In-depth field survey is to realizethe current situation of teachers in the actual use of English textbook illustrations.Combining with the actual teaching lesson plan, it is concluded whether illustrationteaching has a positive effect on reading performance. Finally, the countermeasuresand suggestions are found out to solve the problem, so as to b本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。