Illustrations in Chinese language and literature textbooks for elementary and secondary schools
DOI:
https://doi.org/10.33910/1992-6464-2025-215-65-80Keywords:
illustrations, textbooks, elementary school , secondary school, Chinese language and literature, publishing houses, education, graphic designAbstract
The article critically examines the evolution of illustrations in Chinese language and literature textbooks for elementary and secondary schools from a historical perspective. The analysis focuses on textbooks published by two publishing houses in China: Public Education and Jiangsu Education. The article highlights both the strengths and shortcomings of illustrative materials. The author considers ways to ensure alignment of illustrations with textual content and addresses the issue of determining the optimal number of illustrations to enhance student engagement and comprehension.
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