|
|
 |
|
|
By Languages & Literature Branch, Curriculum Planning and Development Division |
| - |
In all Chinese language textbooks, illustrations are incorporated in almost every chapter to accompany the text. Curriculum planners take care when it comes to design concepts of illustrations, because design concepts serve to:
|
•
|
Highlight important details of the content; |
| • |
Attract students' attention, intrigue them and hence, enthuse them in learning more; and |
|
•
|
Provide students with a better understanding of the content, enhancing their learning of the language. |
It is therefore important for teachers to understand how they can make good use of illustrations in their teaching.
The current Chinese Language curriculum, “Chinese Language for Secondary Schools” («中学华文») is developed based on the “Chinese Language Syllabus – Secondary” («中学华文课程标准») which was published by MOE in 2002. Examples found in this series of textbooks will show the specific roles that illustrations play in engaging students' interest.
Illustrations help students to grasp the key messages at one glance. In There is Only One Earth «中学华文课程标准»(refer to Picture A), we can guide students to pay special attention to the clear lake, greenery and animals in the illustration. This beautiful imagery will help students to develop an appreciation of aesthetics, appealing to their innate desire to protect and preserve Mother Nature.
Where the Sun does not Shine «久别了的阳光»(refer to Picture B) shows a dark, crowded cell with a female prisoner amongst others who are all male. Looking at the illustration, students are witnesses to her wretchedness which can be inferred from her look of despair, misery and fear. At this point, we could give probing questions like: How will life be for a person who has lost his freedom, living in darkness and with little hope for the future? |
 |
|
|
| - |
A well-designed illustration also spurs students’ imagination. We could ask students stimulating questions which will help them to imagine beyond what is depicted in the illustrations. For example, in It's a Joy to Give «给予是快乐的»(refer to Picture C), students can talk about what is happening as well as what has happened before and after the scene.
Of course, to interpret these illustrations correctly, we need to carefully examine the images with an inquisitive mind. It is only through imagination that these still images can come alive. |
 |
 |
|
|
| - |
We hope to help our students acquire oratorical skills so that they are fluent and eloquent in their oral presentations. By means of illustrations, we can train students in logical thinking, describing details in the illustrations and coming up with well-organised speeches to express themselves in a concise manner. For instance, in The Heritage Centre «???»(refer to Picture D), two pictures of Chinatown, taken in different eras, can provide a topic for students to think and talk about. |
|
The usefulness of illustrations has been very much underestimated in the teaching and learning of the Chinese Language. Give it a try, and see the results for yourselves! |
|
|
|
