本研究以笔者于2016年6月至2017年3月在泰国豪旺中学的汉语教学实习为依托，针对初中学生的特点，并结合自身教学实际，根据图画的定义、分类、特点及使用原则，将图画运用于词汇、句子和篇章教学中，并对学生进行测试，以评估学生的学习效果；此外，对学生进行问卷调查，进而得出图画在使用过程中有哪些效果以及不足，并总结出图画在汉语教学过程中应该注意的问题。 全文共分为六章。第一章绪论，包括选题缘起、研究意义、理论依据和相关研究现状；第二章主要介绍豪旺中学汉语教学概况，主要分析课程设置、学生学习特点以及教师教学现状；第三章介绍图画在教师导入、讲解、操练以及总结环节中的应用；第四章介绍图画在学生学习过程中的应用；第五章评价图画教学效果，包括学生笔试、口试成绩分析，问卷调查结果分析；第六章，结语。 通过对图画教学效果的评价，本研究可得出以下结论：1.图画有利于学生更好地理解、记忆汉语知识；2.图画有利于创设情景，有助于提高学生的口语交际能力；3.图画有利于提高学生学习的兴趣；4.图画有利于提高教师的教学效率。 根据以上结论和笔者教学实际，为更好地使用图画进行教学，本研究提出如下建议：1.教学过程中坚持图画的目的性、趣味性、真实性和高效性原则；2.图画内容要恰当准确，并辅之以教学语言；3.针对学生学习过程中存在的问题，及时纠正并加强操练。

This research is based on my Chinese teaching practice at Horwang Middle School in Thailand from June 2016 to March 2017.Based on the characteristics of junior high school students，my teaching practice, the definition,classification,characteristics,and principles of use of the drawings, I use it to teach Chinese vocabulary,sentences and texts.After teaching, I will give students a test in order to evaluate their learning effects. In addition, the students are also asked to do a questionnaire survey to find out what effects and deficiencies of the drawings are in use. According to the results of the tests and questionnaire survey, I will summarize the issues that we should pay attention to when we use drwaings in the process of Chinese teaching. The full text is divided into six chapters.The first chapter is the introduction, including the origin of the selected topic, the research’s significance, the theoretical basis and the relevant research status. The second chapter mainly introduces the general situation of the Chinese language teaching in Horwang Middle School. It mainly analyzes the curriculum setting, the characteristics of the students' learning and teaching status . The third chapter introduces how to use the drawings in the introduction, explanation, practice and summarization process. The fourth chapter introduces the application of drawings in the student learning process. The fifth chapter evaluates the effects of the drawings,including analyzing students’ writing and oral speaking tests, and the questionnaire survey results . The sixth chapter is the conclusion. Through the evaluation of the effects of drawing education, this study can draw the following conclusions: 1. Drawings could help students to better understand and memorize Chinese knowledge; 2. Drawings could help students to create situations and help them to improve their oral communication skills; 3 Drawings are good for improving students' interest in learning; 4. Drawings are good for improving teachers' teaching efficiency. Based on the above conclusions and the teaching practice, in order to make better use of pictures for teaching, I will give the following suggestions: 1. Adhere to the principles of purpose, interest, authenticity, and high efficiency in the teaching process; 2. The picture content should be properly accurate and supplemented by teaching language; 3. Correct and strengthen drills in response to problems in the student's learning process.