插图作为教科书的重要组成部分，是教师教学的重要资源，对学生的学习具有重要意 义。《义务教育英语课程标准》也多次提及插图在教学中的使用，指出插图对于培养学生 语言技能，进而提升综合英语运用能力具有重要意义。尽管如此，在具体的实践中，插图 的使用并不尽人意。学术层面对此有过一定的研究，而笔者通过实习也同样发现插图在使 用过程中是存在问题的。因而由此为切入点展开了本研究。对于教和学而言，对教科书插 图进行研究是有意义的，本文选取了北京地区使用较为广泛的北京版小学英语教科书插图 为研究对象，研究插图的编排情况和使用情况。本研究试图回答以下几个问题：（1）北京 版小学英语教科书插图的编排特点如何？（2）北京版小学英语教科书插图具有哪些功能？ （3）北京版小学英语教科书插图的使用现状如何？（4）北京版小学英语教科书插图编排 的合理性和不足之处有哪些？

       本文共有六个章节，在第一章绪论部分明确了核心概念、梳理了相关文献的基础上， 第二章运用内容分析法分析出北京版小学英语教科书插图编排具有顺应学生的思维发展 变化、贴近学生的现实生活、以及兼顾文化输入与输出平衡的特点，回答了第一个问题。 

      第三章通过对插图内容进行分析，发现插图除了具有显性的促进学生英语语言学习的 功能，即激趣功能、情境创设功能、文本解释功能和操练功能；还有着丰富且多元的隐性 育人功能，即德育功能、美育功能、劳动教育功能、生命教育功能和国际理解教育功能； 回答了第二个问题。 

      针对第三和第四个问题，在第四章运用观察法和访谈法调查插图在一线课堂中使用情 况的基础上，第五章对插图的编排和使用效果进行分析，总结出插图编排的合理性体现在 北京版小学英语教科书的图文关系、插图内容以及插图设计是符合多媒体学习认知理论的， 不足之处是插图的信息承载量较为单薄、插图刻画的职业性别较为刻板以及插图的趣味性 较弱。教师在使用插图时存在的问题是插图使用的意识模糊、窄化了插图的功能以及未充 分挖掘插图的深层含义。其成因是教师的插图教学缺乏理论指导、未充分领会课标精神、 对插图的理解和使用间存在差距以及传统分数观念积重难返。

       通过以上研究，以使教科书插图更好的适用于教与学为目标，对教科书编写者和使用 者提出的建议集中体现在第六章。即教科书编写者应在修订教科书时考虑扩大插图的信息 承载量、弱化插图职业性别偏见以及适当提高插图的趣味性。教师在使用教科书时应明确 插图使用意图，灵活运用插图进行教学、学科教学渗透育人观念、加强插图教学的理论学 习和实践培训以及注重提升信息素养和教学反思能力。

      Illustrations are an important part of textbooks, and they are a vital resource for teachers’ teaching and are hugely significant for students’ learning. The Compulsory Education English Curriculum Standard mentions the use of illustrations in teaching several times, highlighting that they are of great significance in the cultivation of students’ language skills and the improvement of their comprehensive English abilities. However, in certain situations, the use of illustrations is not satisfactory. Research has been conducted on this at the academic level and the author also discovered there to be problems with the use of illustrations in internships. For teaching and learning, meaningful research must be conducted on textbook illustrations. This article has chosen the Beijing Primary School English textbook illustrations, which are widely used throughout Beijing, as the research object for studying the arrangement and use of illustrations. This article will attempt to answer the following questions: (1) What are the characteristics of the Beijing Primary School English textbook illustrations? (2) What are the functions of the illustrations in the Beijing Primary School English textbook? (3) What is the status of the use of illustrations in the Beijing Primary School English textbook? And (4) What are the rationality and deficiencies in the arrangement of illustrations in the Beijing Primary School English textbook? 

      This article has six chapters. The introduction of the first chapter clarifies the core concepts and presents related literature. The second chapter uses content analysis to analyse the characteristics of the illustrations in the Beijing Primary School English textbook. They have the characteristics of conforming to the development of and changes to students’ thinking, they are close to the real lives of students and they consider the balance of cultural input and output. This effectively answers the first question.  

      In the third chapter, by analysing the content of the illustrations, it can be seen that in addition to the dominant functions of facilitating the promotion of students’ English language learning, the illustrations serve the function of exciting, situation creation, text interpretation and practice. In addition, there are some rich and diverse hidden educational functions, including the moral III education function, aesthetic education function, labour education function, life education function and international understanding education function. This answers the second question. 

      Regarding the third and fourth questions, based on the use of observation and interview methods for investigating the use of illustrations in first-line classrooms in the fourth chapter, Chapter 5 analyses the arrangement and use effect of the illustrations. The rationality is reflected in the fact that the picture-text relationship, illustration content and illustration design of the Beijing Primary School English textbook all conform to the cognitive theory of multimedia learning. Disadvantages include the fact that the information-carrying capacity of the illustration is relatively thin, the occupational gender portrayed by the illustration is more rigid and the illustrations are less interesting. Problems which exist in teachers’ use of illustrations include the fact that the use of illustrations is blurred, the function of the illustrations is narrowed and the deeper meaning of the illustrations is not fully explored. This is due to a lack of theoretical guidance in illustration teaching, a lack of complete understanding of the spirit of curriculum standard, the gap between the understanding of and the use of illustrations and the understanding of the traditional concept of scores.

      By conducting the above research, with the aim of improving the applicability of textbook illustrations in teaching and learning, suggestions for textbook writers and users will be provided in Chapter 6. Textbook editors must consider improving the information-carrying capacity of illustrations, decreasing the gender bias of illustrations and improving the interest of illustrations as appropriate during the process of revising textbooks. When using textbooks, teachers must clarify the intention of illustration use, flexibly use illustrations in their teaching, utilise the concept of education in subject teaching, strengthen the theoretical study and practical training of the use of illustrations in teaching and focus on the improvement of information literacy and teaching reflection abilities.