本文選題：男性人物形象 + 比較研究��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：人物形象是課文的重要組成部分。尤其在語(yǔ)文教材中,課文離不開(kāi)人物形象開(kāi)展故事和推動(dòng)情節(jié),人物形象更對(duì)學(xué)生起著“榜樣”作用。因此,人物形象是教材編選者借以傳遞知識(shí)和體現(xiàn)教育要求的重要手段。在前期,學(xué)者們研究發(fā)現(xiàn)教材中男女形象比例嚴(yán)重失調(diào)。男性人物形象數(shù)量多,地位高。編選者在編排教材時(shí)必定慎重權(quán)衡、選擇其各方面要素。因此選入教材中的男性人物形象一定具有某些特點(diǎn)和價(jià)值取向,這是研究語(yǔ)文教材的一個(gè)比較新穎的切入點(diǎn)。本論文以“男性人物形象”作為研究對(duì)象,選擇香港與大陸兩套語(yǔ)文教材進(jìn)行對(duì)比研究。大陸版教材選的是2016年人教版出版的小學(xué)六個(gè)年級(jí)的語(yǔ)文教材(共12冊(cè)),香港版教材選的是2011年初版“我愛(ài)學(xué)語(yǔ)文”系列小學(xué)六個(gè)年級(jí)的語(yǔ)文教材(共24冊(cè))。本研究首先運(yùn)用文獻(xiàn)法針對(duì)前期學(xué)者有關(guān)人物形象研究的文獻(xiàn)資料進(jìn)行整理,縮小研究范圍,建立本研究的分析框架,具體包括男性人物形象的“虛實(shí)形象”、“外在形象”和“內(nèi)在形象”。然后,將虛實(shí)形象分為形象泛指、真實(shí)形象和虛構(gòu)形象;將外在形象分為年齡、國(guó)別、職業(yè)和時(shí)代四個(gè)類目;將內(nèi)在形象結(jié)合道德因素,再具化為男性人物的道德形象。通過(guò)頻度統(tǒng)計(jì)法針對(duì)以上三個(gè)大類進(jìn)行頻度統(tǒng)計(jì),通過(guò)有關(guān)數(shù)據(jù)進(jìn)行分析,從而比較兩套教材的異同。最后,結(jié)合自身實(shí)習(xí)經(jīng)驗(yàn)和得出的比較結(jié)論為教師和教材編選者提出教學(xué)和編選方面的個(gè)人建議。全文分為六大部分:緒論;第一部分──兩套教材中男性人物形象的分析框架;第二部分──兩套教材中男性人物形象的數(shù)量統(tǒng)計(jì)與虛實(shí)分析;第三部分──兩套教材中男性人物形象的外在形象分析;第四部分──兩套教材中男性人物的內(nèi)在形象分析;第五部分──兩套教材中男性人物形象比較研究帶來(lái)的啟示。通過(guò)上述統(tǒng)計(jì)分析,本人發(fā)現(xiàn)兩套教材在男性人物形象選取和安排方面既存在共性,也存在一定的區(qū)別。最明顯的公共點(diǎn)體現(xiàn)在兩套教材都偏重選取與學(xué)生年齡相仿的少年兒童作為課文的主要主角;最顯著的差異則在于人教版更重于英雄人物和政治人物的選取,更重“歷史性”和“傳統(tǒng)性”,而香港版則立足實(shí)際,更重“現(xiàn)代性”和“生活化”。教師在授課時(shí)可以根據(jù)同類型人物或同主題對(duì)教材中男性人物進(jìn)行整理便于教學(xué)。教材編選者也應(yīng)結(jié)合時(shí)代發(fā)展,立足現(xiàn)代小學(xué)生的成長(zhǎng)特點(diǎn)及時(shí)對(duì)教材編選內(nèi)容進(jìn)行更新。兩套教材基于各自的歷史和文化背景,各有可取之處。
[Abstract]:Character image is an important part of the text. Especially in the Chinese teaching material, the text can not be separated from the character image to develop the story and promote the plot, the character image plays the role of "example" to the student. Therefore, character image is an important means for textbook editors to transfer knowledge and embody educational requirements. In the early stage, scholars found that the ratio of male and female images in textbooks is seriously misaligned. The number of male figures is large and the status is high. The editor must weigh carefully and choose all aspects of the textbook. Therefore, the male characters selected in the textbooks must have some characteristics and value orientation, which is a relatively new breakthrough point in the study of Chinese teaching materials. This thesis takes male figure image as the research object, and chooses Hong Kong and mainland Chinese teaching materials to carry on the contrast research. The mainland edition is a language textbook for six grades of primary schools published by the people's Education Edition in 2016 (12 volumes), while the Hong Kong version is selected for the first edition of the "I Love Learning Chinese" series in 2011 (24 copies). This research first uses the literature method to carry on the collation to the early scholar regarding the figure image research literature material, reduces the research scope, establishes this research analysis frame, specifically includes the male figure image "the false reality image", "external image" and "internal image". Then, the image of virtual reality is divided into four categories: image, real image and fictional image; external image is divided into four categories: age, country, occupation and times; the internal image is combined with moral factors, and then it is transformed into the moral image of male characters. The frequency statistics of the above three categories are carried out by the method of frequency statistics, and the related data are analyzed to compare the similarities and differences between the two sets of teaching materials. Finally, the author puts forward some personal suggestions on teaching and compiling for teachers and textbook editors. The full text is divided into six parts: introduction; the first part-the analysis frame of male characters in the two sets of textbooks; the second part-the quantitative statistics and fictitious analysis of the male characters in the two sets of textbooks; The third part-the external image analysis of the male characters in the two sets of textbooks; the fourth part-the analysis of the inner images of the male characters in the two sets of textbooks; the fifth part-the inspiration from the comparative study of the male characters in the two sets of textbooks. Through the above statistical analysis, I found that the two sets of textbooks in the selection and arrangement of male characters are both common and different. The most obvious common point is that the two sets of textbooks focus on selecting children of the same age as students as the main protagonists of the text. The most significant difference is that the educational version is more important than the selection of heroes and politicians. The Hong Kong version is based on reality, and on modernity and life. Teachers can organize male characters in teaching materials according to the same type or subject. According to the development of the times, textbook compilers should update the contents of textbooks in time based on the growth characteristics of modern primary school students. The two sets of textbooks are based on their respective historical and cultural backgrounds and have their own merits.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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