《中文听说读写》插图的统计分析及改进建议

发布时间：2018-06-21 09:40

本文选题：中文听说读写 + 教材插图　；参考：《华中师范大学》2017年硕士论文

【摘要】：为适应国际汉语教育事业的不断发展,汉语教育各方面的配套硬件必须要不断进步以保证汉语事业发展有充足的动力。汉语教材作为汉语教学的基础必须首先受到重视,而教材插图作为汉语教材中不可忽视的重要部分,其存在关系着教材的质量。插图除了对教材具有美化装饰的作用外,还具有补充解释文本等作用。而在第二语言教学中插图有更重要的意义,它能跨越语言之间的障碍向学习者准确传达信息,帮助学习者的汉语学习以及教师的汉语教学。但现实情况是,现今使用较广的汉语教材在插图方面或多或少都存在问题。本文针对汉语教材《中文听说读写》,采用数据定量的方式对教材中的插图进行统计通过考察分析得出相应的结论:一、《中文听说读写》整套教材从初级到高级插图的数量是逐渐减少的;二、《中文听说读写》中插图的表现形式主要是实物图、漫画以及表格,且以漫画和实物图为主,表格的数量始终处于较低的位置。同时教材从低级到高级漫画的数量逐渐减少,实物图的数量逐渐增加;《中文听说读写》插图的呈现形式主要是单层图和多层图,且以单层图为主,多层图的使用较少;三、在教材各编排体例中,练习部分插图在整套教材中所占比例是最大的,其次是课文部分的插图。词汇、语法、文化部分的插图所占比重都较小。此外,教材从初级到高级,练习部分插图的数量整体上是下降的,课文部分插图的数量整体上是上升的,文化部分插图的比重变化是最大的。经过仔细研究发现《中文听说读写》中插图存在一系列的问题。一、从教材的编排体例来看,各体例插图比重分配不合理,且每个体例内部插图也存在着形式不当、局限性大、针对性不强等问题;二、从插图内容方面来看,存在着图文之间的关联性不够、文本内容插图点选取不准、选取的插图典型性不够等问题;三、从插图形式方面来看,存在着插图细节粗糙、美观性不够,插图位置混乱,准确性不够、插图版面大小不合理等问题。在考察其他教材的插图和研读完相关研究之后,本文就发现的问题针对各体例插图存在的具体问题提出具体改进建议,同时从插图的形式和内容角度,在插图和文本之间的相关性、插图的位置、插图篇幅的大小以及教师对插图的使用等方面也提出了相应的建议。最后,就全文内容作出总结,指出本文的不足,并对教材插图的进一步研究作出展望。
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.4

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