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据统计,《文化生活》教材(人教版2014年4月第5版,下同)中的图片达220余幅,在教材“致谢”部分注明出处的有142幅,未注明出处的有整页呈现的单元结构图片4幅、伟人名人语录图片15幅以及其他图片60余幅。图片的数量多,图片形式和内容丰富,是《文化生活》教材的一个突出特点。然而,在教学实践过程中,师生对于这些图片重视程度不够,使用时存在着诸多的随意性、不规范性,从而影响了课堂教学效益的提高。为此,探究《文化生活》教材中图片资源的教学策略具有重要的现实意义和实践价值。一、厘清功能价值只有认识问题才能分析问题和解决问题,认识并
According to statistics, there are over 220 pictures in the “Cultural Life” teaching material (PEP 2014 5th edition, the same below), with 142 sources cited in the textbook “Acknowledgments”, not specified The source of the entire page presents four units of unit structure picture, 15 pictures of great celebrities and 60 pictures of other pictures. The number of pictures, image forms and content is rich, is a prominent feature of “cultural life” teaching materials. However, in the process of teaching practice, teachers and students did not pay enough attention to these pictures, and there were many randomness and non-normativeness in use, which affected the improvement of classroom teaching efficiency. Therefore, exploring teaching strategies of picture resources in “cultural life” teaching materials has important practical and practical values. First, clarify the value of function Only by understanding the problem can analyze the problem and solve the problem, recognize and