本文選題：小學(xué)　切入點(diǎn)：華文　出處：《暨南大學(xué)》2011年碩士論文

【摘要】：本文運(yùn)用探索性的研究法、統(tǒng)計(jì)分析比較法、描寫(xiě)和解釋相結(jié)合法等多種方法,對(duì)海外五套小學(xué)華文教材進(jìn)行了綜合探討。在研究中力求做到觀察充分、描寫(xiě)充分、解釋充分。論文主體部分主要分四個(gè)章節(jié)展開(kāi)論述： 第一部分：應(yīng)用認(rèn)知心理學(xué),敘述了兒童對(duì)圖像的意會(huì)；試圖運(yùn)用腦科學(xué)的研究成果,對(duì)圖像符號(hào)與語(yǔ)言符號(hào)相結(jié)合的思維模式做了生動(dòng)地?cái)⑹?在本章中粗淺地概括了圖像符號(hào)在教學(xué)中的功效。 第二部分：界定了小學(xué)華文教材插圖及版式的基本性質(zhì)。選取了四個(gè)不同的地域出版的五套小學(xué)華文教材為研究對(duì)象,從版式視覺(jué)流動(dòng)視線始,建立了數(shù)據(jù),包含插圖的各項(xiàng)指數(shù)和比率,并進(jìn)行了統(tǒng)計(jì)分析比較,并總結(jié)了各套教材在插圖及版式方面的優(yōu)缺點(diǎn)。 第三部分：根據(jù)筆者多年來(lái)從事美術(shù)和華文教學(xué)的工作經(jīng)驗(yàn),反省了美術(shù)編輯的工作流程,發(fā)現(xiàn)了美術(shù)編輯在與文字編輯之間合作時(shí)所出現(xiàn)的問(wèn)題。為了適應(yīng)小學(xué)華文教材編輯的多方面要求,筆者提出了美術(shù)編輯必須建立的正確意識(shí)觀。填補(bǔ)了歷來(lái)教材綜合研究的空白。 第四部分：關(guān)于未來(lái)小學(xué)華文教材插圖及版式設(shè)計(jì),筆者提出小學(xué)華文教材插圖及版式所需遵守的規(guī)則建議和展望,希望為未來(lái)的小學(xué)華文教科書(shū)插圖及版式的編排和設(shè)計(jì)提供一定的參考。
[Abstract]:By using exploratory research, statistical analysis and comparison, and combining description with interpretation, this paper makes a comprehensive study of five sets of primary school Chinese teaching materials abroad. The main part of the thesis is divided into four chapters:. The first part: using cognitive psychology to describe the children's intention to images, trying to use the research results of brain science to make a vivid description of the thinking mode of the combination of image symbols and language symbols. In this chapter, we generalize the function of image symbol in teaching. The second part defines the basic nature of the illustrations and typography of primary school Chinese teaching materials. Five sets of primary school Chinese textbooks published in four different regions are selected as the research objects, and the data are established from the perspective of visual mobility of the typography. The index and ratio of illustrations are analyzed and compared, and the advantages and disadvantages of each set of textbooks in illustrations and typography are summarized. The third part: according to the author's working experience in art and Chinese teaching over the years, I reflect on the work flow of art editor. In order to meet the needs of editing Chinese textbooks in primary schools, we have found some problems in the cooperation between art editors and text editors. The author puts forward the correct concept of consciousness, which must be established by art editors, and fills in the blank in the comprehensive study of teaching materials. The fourth part: about the illustrations and typography design of the future primary school Chinese textbooks, the author puts forward the suggestions and prospects of the rules to be observed in the illustrations and typography of primary school Chinese textbooks. This paper hopes to provide some reference for future illustrations and typography of primary school Chinese textbooks.
【學(xué)位授予單位】：暨南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：G232.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 郭玉華;1993年與2001年人教版小學(xué)語(yǔ)文教材插圖的比較研究[D];山東師范大學(xué);2012年

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本文編號(hào)：1665614