现行人教版七年级思想品德教科书插图研究

发布时间：2018-01-03 01:20

本文关键词：现行人教版七年级思想品德教科书插图研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：插图作为教科书的第二语言,是教科书的重要组成部分。在现行人教版七年级思想品德教科书中插图分布广泛,有171幅之多,且色彩鲜艳,类型多样。七年级学生思维的逻辑性、概括性、抽象性等理性思维都还处在初步发展与不稳定阶段,对色彩鲜艳的具体事物富有兴趣,因此,教科书中形象化、具体化的插图符合七年级学生的认知发展水平与心理特点。但是无论在理论研究方面还是在教学实践中,受“重文轻图”传统观念的影响,插图往往受到忽视。鉴于此,笔者将在本文中对七年级思想品德教科书插图进行微观细致的分析。笔者通过对现行人教版七年级思想品德教科书上下两册进行文本分析,结合思想品德学科特点,从不同视角将教科书中插图分为单幅图与多幅图,卡通漫画图、实物实景图与统计图表,正面引导图、负面警示图与价值中立图,儿童生活图与成人生活图,渲染烘托图、启发思维图与方法指导图几类。并且分析了不同类型插图的特点与功能。在对教科书插图进行文本分析的同时,通过对师生的访谈与问卷调查,进一步明确了插图本身存在着设计编创人才不足、数量分布不均、学科特点不明显、时代感差等问题；在使用中存在着教师缺乏深入分析、学生缺乏理性思考等问题。在这基础之上,笔者从教科书插图编写与师生在实践中的应用两方面提出了建议,一是在编写中要秉持生活化德育与以学生为主体的理念、注重师生反馈、提高编写人员的专业素质；二是教师要在正确解读课程标准的基础上深刻分析插图内涵,在教学过程中激活插图静态画面,对学生阅读插图进行有效指导。笔者研究从微观视角着手,针对七年级思想品德上下两册教科书,结合了具体的课程标准要求与教学内容,以期对实践具有实际指导意义。
[Abstract]:Illustration as the second language of the textbook is an important part of the textbook. In the current version of the seventh grade ideological and moral textbooks, illustrations are widely distributed, there are as many as 171 illustrations, and the colors are bright. The logical, general, abstract and other rational thinking of the seventh grade students are still in the initial stage of development and instability, full of interest in colorful concrete things, so, in the textbook visualized. The concrete illustrations accord with the level of cognitive development and psychological characteristics of the seventh grade students, but in both theoretical research and teaching practice, they are influenced by the traditional concept of "emphasizing text over drawing". Illustrations are often ignored. In this paper, the author of the seventh grade ideological and moral textbook illustrations for microscopic and detailed analysis. The author through the current version of the seventh grade ideological and moral character textbooks up and down two volumes of text analysis. According to the characteristics of the subject of ideology and morality, the illustrations in the textbook are divided into single picture and multiple picture, cartoon picture, real scene map and statistical chart, positive guide chart, negative warning map and value neutral map from different perspectives. Children's life map and adult life map, rendering oven map, enlightening thinking map and method guiding diagram, and analyzing the characteristics and functions of different types of illustrations. At the same time, text analysis of textbook illustrations is carried out. Through interviews with teachers and students and questionnaire survey, it is further clear that the illustration itself has some problems, such as the shortage of designers and creators, the uneven distribution of the number of subjects, the lack of obvious characteristics of the subject, the poor sense of the times and so on. In the use of the lack of in-depth analysis of teachers, students lack of rational thinking and other issues. On this basis, the author from the textbook illustrations and the application of teachers and students in practice two aspects of the recommendations. First, we should uphold the concept of life moral education and students as the main body, pay attention to the feedback from teachers and students, and improve the professional quality of the writers. Second, teachers should analyze the connotation of illustrations on the basis of correct interpretation of curriculum standards, activate the static picture of illustrations in the teaching process, and give effective guidance to students in reading illustrations. In view of the two textbooks of ideological and moral character in grade 7, this paper combines the requirements of specific curriculum standards and teaching contents, in order to have practical guiding significance for practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2

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