多模态视角下初高中历史教科书图像设计的对比研究
发布时间：2023-09-24 19:08
图像是呈现历史的基本方式之一,也是历史教学的重要资源。本研究旨在从多模态视角对中学历史教科书所使用图像构建意义的方式进行分析。考察数据选自人民教育出版社的六本初中历史教科书和三本高中必修历史教科书。具体研究对象为初高中两个阶段讨论同一或相似话题的教科书插图,本文将社会符号学及社会教育学的分析框架相结合,从分类,构架及正式程度三个不同角度对历史教科书的插图进行分析,一方面探究历史教科书图像的特点以及意义构建,另一方面比较初高中历史教科书的插图在意义构建时的异同。分析结果表明,从分类角度看,无论是初中还是高中教科书,描绘历史人物的插图在呈现历史时均发挥着主要作用;从构架角度看,初高中课本中超过一半的插图所展现的内容与其读者之间都是平等的关系;从正式程度角度,初高中课本中插图所呈现的内容既不是很抽象,也不是简单的日常知识,而是介于两者之间。通过对现行人教版初高中历史教材中的图像设计分析,本研究提出了一个用于分析历史呈现内容的新框架,对多模态理论的进一步发展作出贡献。另一方面,由于图像的类型和设计对史实的构建具有深刻影响,本文所采用的图像分析方法为教师和学生充分识别和有效运用历史教科书中的多模...
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Questions
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 The Definition of Multimodality
2.2 Previous Studies on MDAAbroad and at Home
2.2.1 Previous Studies on MDAAbroad
2.2.2 Previous Studies on MDA at Home
2.3 Previous Studies of Textbooks Discourse
2.4 Summary
Chapter Three Theoretical Framework
3.1 Introduction
3.2 Visual Grammar
3.2.1 Representational Meaning
3.2.2 Interactive Meaning
3.2.3 Compositional Meaning
3.3 Classification,Framing and Formality
3.4 The Analytical Framework:Dimensions of Representational Meaning
3.5 A Newly-Developed Analytical Framework for This Project
3.5.1 Images of Representational Meaning
3.5.2 Images of Interactive Meaning
3.5.3 Images of Compositional Meaning
Chapter Four A Multimodal Analysis of History Textbooks
4.1 Introduction
4.2 Collection and Description of Data
4.3 Data Analysis
4.3.1 The Multimodal Characteristics of High School History Textbooks
4.3.2 A Comparison Between Junior High School History Textbooks and SeniorHigh School History Textbooks
4.3.2.1 The Classification of Images
4.3.2.2 The Framing of Images
4.3.2.3 The Formality of Images
4.4 Discussion
Chapter Five Conclusion
5.1 Major Findings and Pedagogical Implications of the Study
5.2 Limitations of the Study
References
本文编号：3848577
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives
1.3 Research Questions
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 The Definition of Multimodality
2.2 Previous Studies on MDAAbroad and at Home
2.2.1 Previous Studies on MDAAbroad
2.2.2 Previous Studies on MDA at Home
2.3 Previous Studies of Textbooks Discourse
2.4 Summary
Chapter Three Theoretical Framework
3.1 Introduction
3.2 Visual Grammar
3.2.1 Representational Meaning
3.2.2 Interactive Meaning
3.2.3 Compositional Meaning
3.3 Classification,Framing and Formality
3.4 The Analytical Framework:Dimensions of Representational Meaning
3.5 A Newly-Developed Analytical Framework for This Project
3.5.1 Images of Representational Meaning
3.5.2 Images of Interactive Meaning
3.5.3 Images of Compositional Meaning
Chapter Four A Multimodal Analysis of History Textbooks
4.1 Introduction
4.2 Collection and Description of Data
4.3 Data Analysis
4.3.1 The Multimodal Characteristics of High School History Textbooks
4.3.2 A Comparison Between Junior High School History Textbooks and SeniorHigh School History Textbooks
4.3.2.1 The Classification of Images
4.3.2.2 The Framing of Images
4.3.2.3 The Formality of Images
4.4 Discussion
Chapter Five Conclusion
5.1 Major Findings and Pedagogical Implications of the Study
5.2 Limitations of the Study
References
本文编号：3848577
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