本文選題：中文聽說讀寫 + 教材插圖��； 參考：《華中師范大學》2017年碩士論文

【摘要】：為適應(yīng)國際漢語教育事業(yè)的不斷發(fā)展,漢語教育各方面的配套硬件必須要不斷進步以保證漢語事業(yè)發(fā)展有充足的動力。漢語教材作為漢語教學的基礎(chǔ)必須首先受到重視,而教材插圖作為漢語教材中不可忽視的重要部分,其存在關(guān)系著教材的質(zhì)量。插圖除了對教材具有美化裝飾的作用外,還具有補充解釋文本等作用。而在第二語言教學中插圖有更重要的意義,它能跨越語言之間的障礙向?qū)W習者準確傳達信息,幫助學習者的漢語學習以及教師的漢語教學。但現(xiàn)實情況是,現(xiàn)今使用較廣的漢語教材在插圖方面或多或少都存在問題。本文針對漢語教材《中文聽說讀寫》,采用數(shù)據(jù)定量的方式對教材中的插圖進行統(tǒng)計通過考察分析得出相應(yīng)的結(jié)論:一、《中文聽說讀寫》整套教材從初級到高級插圖的數(shù)量是逐漸減少的;二、《中文聽說讀寫》中插圖的表現(xiàn)形式主要是實物圖、漫畫以及表格,且以漫畫和實物圖為主,表格的數(shù)量始終處于較低的位置。同時教材從低級到高級漫畫的數(shù)量逐漸減少,實物圖的數(shù)量逐漸增加;《中文聽說讀寫》插圖的呈現(xiàn)形式主要是單層圖和多層圖,且以單層圖為主,多層圖的使用較少;三、在教材各編排體例中,練習部分插圖在整套教材中所占比例是最大的,其次是課文部分的插圖。詞匯、語法、文化部分的插圖所占比重都較小。此外,教材從初級到高級,練習部分插圖的數(shù)量整體上是下降的,課文部分插圖的數(shù)量整體上是上升的,文化部分插圖的比重變化是最大的。經(jīng)過仔細研究發(fā)現(xiàn)《中文聽說讀寫》中插圖存在一系列的問題。一、從教材的編排體例來看,各體例插圖比重分配不合理,且每個體例內(nèi)部插圖也存在著形式不當、局限性大、針對性不強等問題;二、從插圖內(nèi)容方面來看,存在著圖文之間的關(guān)聯(lián)性不夠、文本內(nèi)容插圖點選取不準、選取的插圖典型性不夠等問題;三、從插圖形式方面來看,存在著插圖細節(jié)粗糙、美觀性不夠,插圖位置混亂,準確性不夠、插圖版面大小不合理等問題。在考察其他教材的插圖和研讀完相關(guān)研究之后,本文就發(fā)現(xiàn)的問題針對各體例插圖存在的具體問題提出具體改進建議,同時從插圖的形式和內(nèi)容角度,在插圖和文本之間的相關(guān)性、插圖的位置、插圖篇幅的大小以及教師對插圖的使用等方面也提出了相應(yīng)的建議。最后,就全文內(nèi)容作出總結(jié),指出本文的不足,并對教材插圖的進一步研究作出展望。
[Abstract]:In order to adapt to the continuous development of the international Chinese language education, the supporting hardware of the Chinese language education must make continuous progress in order to ensure that the development of the Chinese language cause has sufficient power. As the basis of Chinese teaching, Chinese teaching materials must be paid attention to first, and the illustrations of textbooks, as an important part of Chinese teaching materials, have a bearing on the quality of teaching materials. Illustrations not only beautify and decorate the textbook, but also have the function of supplementary interpretation of text. In the second language teaching, illustrations have more important meaning, it can cross the language barrier to convey the information to the learners accurately, and help the learners to learn Chinese and teachers' Chinese teaching. But the reality is that there are more or less problems in illustrations in the widely used Chinese textbooks. In this paper, according to the Chinese textbook "Chinese listening, speaking, reading and writing", we use the method of quantitative data to make statistics on the illustrations in the textbooks. Through investigation and analysis, we draw the corresponding conclusions: first, the whole set of textbooks of "Chinese listening, speaking, reading and writing" is inserted from primary to advanced level. The number of graphs is decreasing gradually; Second, the illustrations in Chinese listening, speaking, reading and writing are mainly in the form of physical drawings, comics and tables, and the number of tables is always in a lower position. At the same time, the number of textbooks from low level to high level comics gradually decreased, and the number of physical drawings gradually increased. The presentation of illustrations in "Chinese, listening, speaking, reading and writing" mainly consists of monolayer pictures and multilayer maps, and the use of multilayer maps is relatively small. Third, In each arrangement of teaching materials, the proportion of illustrations in the whole set of textbooks is the largest, followed by illustrations in the text. The illustrations of vocabulary, grammar and culture are all relatively small. In addition, from the primary to the advanced, the number of illustrations in the exercise section decreases, the number of illustrations in the text increases as a whole, and the proportion of the illustrations in the cultural part changes the most. After careful study, it is found that there are a series of problems in illustrations in Chinese listening, speaking, reading and writing. First, from the perspective of the arrangement of teaching materials, the proportion of illustrations in each style is not reasonable, and the internal illustrations of each style also have some problems, such as improper form, great limitation, weak pertinence and so on; second, from the perspective of illustration content, There are some problems such as insufficient correlation between pictures and texts, improper selection of illustrations in text content, insufficient typicality of selected illustrations, etc. Third, from the angle of illustration form, there are rough details of illustrations, not enough aesthetics, confusion in the location of illustrations, and so on. The accuracy is not enough, the size of the illustration layout is unreasonable and so on. After examining the illustrations of other textbooks and studying the relevant studies, this paper puts forward specific suggestions for improvement of the problems found in illustrations of various styles, and at the same time, from the angle of the form and content of illustrations, Some suggestions on the correlation between illustrations and texts, the location of illustrations, the size of illustrations and the use of illustrations by teachers are also put forward. Finally, the paper summarizes the content of this paper, points out the shortcomings of this paper, and prospects for further study of illustrations in textbooks.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.4

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本文編號：2048132