Analysis of illustration - text relationship in textbooks of Czech language in a view of educational process

 

Vendula Kůtová

 

Pedagogical faculty of Palacky University in Olomouc

 

 

In my presentation I‘ll attempt to characterize a basic thematic sections of my dissertation.

First I’d like to acquaint you with an issue of textbooks‘ research.

 

Textbook is a basic educational medium at schools, that should be distinguished for a high text and visual material quality. At present, an increase number of visual stimulations makes for a commercialization of educational publications – instead of content qualities attractive design becomes a primary selective criterion for consumers, therefore, effect often gain victory over effectiveness.

Czech and foreign specialists evaluate a quality of text apparatus. But less of them are interested also in visual one. I’ll try to specify possibilities of last mentioned, especially illustration function. We can see this theme from the viewpoint of different specializations. I’ll try to specialize in an angle of pedagogy.

By study of Estonic, American, Dutch and other educationalists‘ and psychologists‘ works I obtained  valuable information about researches, which help to define textbook illustration function.

 

First, I‘ll mention a taxonomy of basic didactic illustration functions in textbooks {Mikk, 1995} and propose relevant experimental inquiries from a viewpoint of an instructional effectiveness of visual instruments (with a special interest in analysis of picture-text relation).

 

Then, I‘ll outline contemporary marketing appointments of illustrations, which are formed by social, economic, cultural and the other needs of our community {Woodward, 1993}. 

 

Finally, I’d like to introduce some interesting results of my own inquiries I’ve already realized, which base on previous knowledge mentioned above. There are: an analysis of a didactic function of text-visual components in classical and alternative textbooks of Czech language for 2nd grade at elementary schools and a method of semantic differential, that classifies children attitudes towards content and  formal  page of these textbooks.

 

LITERATURE:

PRŮCHA, J. Učebnice: Teorie a analýzy edukačního média. Brno: Paido, 1998.

 

WOODWARD, A. Do Illustration Serve an Instructional Purpose in U. S. Textbooks?

In: Bruce, B., Woodward, A. (Ed.).Learning from Textbooks. New York: Erlbaum,1993,

s. 53 – 75.

 

SCHNOTZ, W., PICARD, E., HRON, A.: How Do Succesful and Unsuccesful Learners Use Texts and Graphics? Forschungsberichte 60, DIFF an Der Universität Tübingen, 1993.

 

MIKK, J., et al. Comparative Analysis of Illustrations in Finnish, Estonian, Russian, German and Austrian Textbooks of Chemistry and Physics. Presented at the 3rd International Conference of IARTEM, Copenhagen, May 29 – 31, 1995.

 

MIKK, J. The efficiency of illustrations. In: Mikk, J. Textbooks: Research and Writting. Frankfurt a. M.: Peter Lang, 2000.

 

MOLITOR, S., BALLSTAEDT, S. P., MANDL, H. Problems in Knowledge Acquisition from Text and Pictures. In: Mandl, H., Levin, J. R.: Knowledge Acquisition from Text and Pictures. Amsterdam, North-Holland 1989. S. 3 – 36.