教科书插图是小学低年段语文教材中重要的助读系统，是学生最感兴趣和最直接的学习素材，也是促进学生由具体形象思维阶段发展到抽象思维阶段的重要桥梁。新的统编版小学语文教科书插图更是以其情境性、生动性等特点，深受儿童喜爱。然而由于传统的固有的偏见——插图不是课文内容，教科书插图在教学实践中的应用还是迷雾重重，在理论研究中也属于新鲜而陌生的边缘领域。

基于此，本研究的主要问题有两个：第一，教师是如何看待教科书插图的，主要是如何看待插图和课文的关系，这是认识论层面的问题；第二，教师是如何使用教科书插图的，主要包括在教学环节中运用的具体方法及其有效性，这是实践论层面的问题。

本文以北京市西城区某小学一年级的四位语文教师为研究对象，通过对四位教师的深入访谈了解他们的插图观，访谈和初步观察后集中锁定其中一位教师进行个案研究，基于五节课例的观察分析研究阅读教学中插图应用的具体情况。插图功能和分类的理论研究、皮亚杰的认知发展阶段理论和帕维奥的双重编码认知理论都是本研究中对访谈材料和课例实录进行分析的理论基础。

第三章，在如何看待教科书插图的问题上，从教师的插图认识观、插图教学观和教师所理解的学生插图观，对访谈结果进行了呈现与分析。结果表明，教师基本肯定教科书插图的价值和作用，能感性地认识到插图对于促进学生理解能力、记忆能力、观察能力、想象能力、移情能力和表达能力发展的作用，并最为看重插图的理解功能。但当涉及到图文关系时，仍受既定观念的掣肘，只把教科书插图当作课文的附庸和装饰，以文为主导。

第四章，在如何使用插图进行阅读教学的问题上，以教学经验比较丰富、对插图认识较深的B老师为个案，追踪观察了其执教的五个利用插图进行教学的真实教学案例，并从插图功能、是否符合教学目标、学生反应这三个维度对插图的运用效果进行分析。结果表明，五节课例整体效果良好，为形成插图与阅读教学中各环节有机结合的系统模式做出了很好的示范；同时也说明，由图到文的生发和建构是促进理解的关键，由此，才能真正地发挥教科书插图的桥梁作用。不过，为了更加充分地发挥插图对于学生学习的促进作用，教师也需要进一步更新观念，树立“图文互动”的插图教学观。

第五章，从观念和行动层面，对该校教师的插图运用情况进行了总结。并针对低年级学生特点及教师运用插图教学的有益经验，提出了低年段阅读教学中插图使用的教学建议，包括：树立图文互动的插图观；基于识图的因图制宜；有效指导学生读图方法；抓住图眼，创设情境；问题引导和充分表达；突破次元，创新使用等。

最后，对于运用插图进行阅读教学的几对关系进行了讨论，认为可以通过教给学生读图方法，把握好学生学情与教学目标等途径，来解决教学时间和图文兼顾之间的矛盾、读图辅助与独立阅读能力发展之间的矛盾，更好地促进学生发展。

Illustrations are important reading aids in the Chinese textbooks in the lower grades of elementary school. They are the most interesting and direct learning materials for students, and they are the scaffolds that promote the development of students from concrete image thinking to abstract symbolic thinking. The illustrations in the unified version of Chinese textbook is especially loved by children for its situational and vividly. However, due to the traditional prejudice that illustrations are not the content of textbooks, the application of textbook illustrations in teaching practice is still foggy. It is also a fresh and unfamiliar marginal field in theoretical research.

There are two main problems in this study: first, how teachers view textbook illustrations, mainly how to treat the relationship between illustrations and texts, which is a question of epistemology; second, how teachers use textbook illustrations, mainly including the specific methods and strategies and their effectiveness, which is a question of practical level.

This article takes 4 Chinese teachers in the first grade of a primary school in Xicheng District, Beijing as the research object, through an in-depth interview with 4 teachers to understand their view of illustrations.And then conducts a case study on one of the teachers, based on five lessons observation and analysis to study the specific situation of illustration application in reading teaching.Theoretical research on the role and classification of illustrations, Piaget's cognitive development stage theory, and Pavio's double-coded cognitive theory are the theoretical foundations of our analysis.

In terms of how to treat textbook illustrations, the results of this study are : teachers basically affirm the value of textbook illustrations, and can perceptually recognize that illustrations can promote understanding, memory, observation, imagination, empathy, and expression ability.And Teachers value the understanding function of illustrations the most.But when it comes to the relationship between illustrations and text, teachers still regard textbook illustrations as the collateral and decoration of the text, with the text as the dominant.

In order to understand how teachers use illustrations, this article focuses on teacher B, who has rich teaching experience and a deep understanding of illustrations. I tracked and observed five real teaching cases taught by Teacher B, and analyzed from these three angles: illustration function, whether it meets the teaching objectives and student response. The results show that the five lessons have a good overall effect. They are examples of the organic combination of illustrations and reading teaching. At the same time, they also show that the emergence and construction of pictures to text is the key to promoting understanding. Only in this way can the bridge role of textbook illustrations be truly played. However, in order to give full play to the promotion effect of illustrations, teachers also need to further update their concepts and establish an illustration teaching concept of "graphic and text interaction".

Based on the research, we come up with a few suggestions about the use of illustrations in the teaching of reading in the lower grades: establish a correct view of illustrations, adjust the use method based on the characteristics of the image, teach students how to read pictures; grasp the key points of the picture and ask questions correctly to make students express more fully.