Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images

Bin Lu,Yuanyuan Jin,Shengyan Shi

doi:10.11648/j.edu.20211002.12

Abstract

Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.

Highlights

The Ministry of education of the people's Republic of China issued the English curriculum standards for Chinese senior high schools (2017 Edition) on 2018 [1], focusing on "viewing competence" in language skills with "visual literacy" as the key ability which enriches the connotation of core literacy, this guidance help teachers and students to effectively use the images in English textbooks, and provide a new round of critical thinking of text reconstruction for English textbook in Chinese senior high school
Text reconstruction of textbook is a matter of knowledge structure which can focus the logical relationship between language and image, so as to improve classroom guidance of students' learning and critical thinking development
This study focuses on characteristics of language image and teachers’ attitudes towards language image and text reconstruction of English textbooks which is published by PEP in Chinese senior high school

Summary

Introduction

The Ministry of education of the people's Republic of China issued the English curriculum standards for Chinese senior high schools (2017 Edition) on 2018 [1], focusing on "viewing competence" in language skills with "visual literacy" as the key ability which enriches the connotation of core literacy, this guidance help teachers and students to effectively use the images in English textbooks, and provide a new round of critical thinking of text reconstruction for English textbook in Chinese senior high school. Since the cultivation of students' English language ability has been changed from focusing only on language knowledge and language ability, to on the value orientation and thinking quality in knowledge structure between different cultures. This is a turning from language centered education to human development centered competence education. From the perspective of cognition competence of senior high school students, students' cognitive thinking mode should be paid attention to enlightening complementary mode of images and it is conducive to the formation of students' cognitive concept, knowledge system and cross-cultural awareness between different cultures. The study comes from the foundation of earlier discussion between teachers and students on text reconstruction of researcher [3]

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