The Value and Strategies of Integrating Children's Illustrations into Primary School Chinese Language Teaching

Abstract

Primary school Chinese language textbooks are often richly illustrated. However, in current teaching practice, there is a widespread
tendency to regard textbook illustrations merely as "decorations" or "ornaments." Their deeper value in aiding learning, nurturing aesthetic
sense, and inspiring intelligence remains underexploited. This article systematically outlines the problems existing in current primary school
Chinese language teaching in China and explores the value of integrating children's illustrations. Finally, it proposes several teaching strategies: "connecting illustrations to life, " "using illustrations to assist in overcoming difficult points, " "using illustrations to aid in understanding
character portrayals, " and "transforming illustrations into dynamic performances." The aim is to provide frontline teachers with actionable
pathways, attempting to achieve a paradigm shift from "teaching the text" to "using illustrations to educate, " thereby holistically cultivating
students' abilities in language use, thinking development, and aesthetic creation.