【摘要】：隨著電腦技術(shù)、印刷技術(shù)、復(fù)制技術(shù)及影視、音像、書刊等大眾傳媒的迅猛發(fā)展，都給當(dāng)代的人們展現(xiàn)了一個(gè)比以往任何時(shí)代更加異彩紛呈的圖文、影像交互的世界。插圖被廣泛地應(yīng)用于社會(huì)的各個(gè)領(lǐng)域如商品廣告、包裝、裝璜、網(wǎng)頁(yè)設(shè)計(jì)、年歷賀卡等等。插圖的廣泛應(yīng)用為我國(guó)小學(xué)語(yǔ)文教材插圖發(fā)展提供了各種有利條件。在“讀圖時(shí)代”的大背景下，作為人文特征極強(qiáng)的基礎(chǔ)學(xué)科，也緊跟時(shí)代的步伐,當(dāng)前學(xué)生所用的小學(xué)語(yǔ)文教材中的插圖無(wú)論是在數(shù)量、內(nèi)容及色彩等方面相比以前都有了極大地改觀。豐富多彩的畫面不僅開拓了學(xué)生的視野，增長(zhǎng)了他們的見識(shí)，同時(shí)，也為他們形成新的閱讀期待提供了條件和基礎(chǔ)。 解放后，，我國(guó)的小學(xué)語(yǔ)文教科書插圖經(jīng)歷從少到多、從粗到精、從色彩單一到色彩豐富多樣的演變。通過(guò)走訪調(diào)研，大多數(shù)的學(xué)生和教師更喜歡現(xiàn)在所用的教科書插圖。本研究通過(guò)比較1993版與2001版人民教育出版社出版的六年制小學(xué)語(yǔ)文教材，并在比較分析的基礎(chǔ)上總結(jié)小學(xué)教材插圖繪制應(yīng)遵循的一些原則和插圖在小學(xué)生學(xué)習(xí)中的獨(dú)特作用，旨在為我國(guó)小學(xué)語(yǔ)文教材插圖的進(jìn)一步發(fā)展與完善和語(yǔ)文教師解讀插圖、進(jìn)行插圖教學(xué)提供有意義的參考。 本論文共分四部分： 第一部分：引言。此部分主要涉及本課題提出的背景、國(guó)內(nèi)外的相關(guān)研究的歷史與現(xiàn)狀概述，以及研究的思路和方法，還有對(duì)課題所涉及的研究對(duì)象作出界定，為后續(xù)的研究提供依據(jù)。 第二部分：兩個(gè)版本教材的比較。該部分從插圖數(shù)量、插圖與課文內(nèi)容的契合程度、插圖內(nèi)容、插圖與文字編排方式、插圖表現(xiàn)風(fēng)格、古詩(shī)插圖等幾個(gè)方面對(duì)1993版和2001版人教版小學(xué)語(yǔ)文教材的插圖進(jìn)行比較，并對(duì)兩版教材插圖為什么會(huì)有不同進(jìn)行理論分析。 第三部分：兩個(gè)版本教材的比較結(jié)果的分析。通過(guò)比較分析，總結(jié)出插圖繪制應(yīng)遵循的一些基本原則：插圖要符合學(xué)生的年齡及心理特征；插圖要契合課文內(nèi)容；插圖應(yīng)充分反映時(shí)代性；插圖編排應(yīng)圖文同頁(yè)；插圖要融合中西繪畫的風(fēng)格。還通過(guò)分析總結(jié)出小學(xué)語(yǔ)文教材插圖所獨(dú)具功能。 第四部分：小學(xué)語(yǔ)文教材插圖繪制與教學(xué)建議。該部分從相關(guān)部門、插圖設(shè)計(jì)者、教師三個(gè)方面提出一些建議。希望本研究對(duì)我國(guó)小學(xué)語(yǔ)文教材插圖的發(fā)展、改革以及教師教學(xué)提供一些有益的幫助。
[Abstract]:With the rapid development of computer technology, printing technology, reproduction technology, film and television, audio and video, books and periodicals and other mass media, the contemporary people show a more colorful world of graphics and text, image interaction than ever before. Illustration is widely used in various fields of society, such as commodity advertising, packaging, decoration, web design, calendar cards and so on. The wide application of illustration provides all kinds of favorable conditions for the development of Chinese textbook illustration in primary school in our country. Under the background of "the era of reading pictures", as a basic subject with strong humanistic characteristics and keeping up with the pace of the times, the illustration in the primary school Chinese teaching materials used by the students at present is no matter in quantity. Compared with the past, the content and color have been greatly improved. The rich and colorful pictures not only broaden the students' horizons and increase their knowledge, but also provide the conditions and foundation for them to form new reading expectations. After liberation, the illustration of primary school Chinese textbooks in our country has evolved from less to more, from coarse to fine, from single color to rich and diverse colors. Through interviews and research, most students and teachers prefer the textbook illustration they now use. This study compares the six-year primary school Chinese teaching materials published by the 1993 edition and the 2001 edition of the people's Education Publishing House, and on the basis of comparative analysis, summarizes some principles that should be followed in drawing the illustration of primary school teaching materials and the unique role of illustration in primary school students' learning. The purpose of this paper is to provide meaningful reference for the further development and perfection of illustration in primary school Chinese teaching materials and for Chinese teachers to interpret illustration teaching. This paper is divided into four parts: the first part: introduction. This part mainly involves the background of this topic, the history and present situation of the relevant research at home and abroad, as well as the ideas and methods of the study, as well as the definition of the research object involved in the subject, which provides the basis for the follow-up research. The second part: the comparison of the two versions of teaching materials. This part compares the illustration of 1993 edition and 2001 edition of primary school Chinese textbook from several aspects, such as the number of illustration, the degree of agreement between illustration and text content, the content of illustration, the way of illustration and text arrangement, the style of illustration expression, the illustration of ancient poetry, and so on. And the two editions of the textbook illustration why there is a different theoretical analysis. The third part: the analysis of the comparative results of the two versions of teaching materials. Through comparative analysis, this paper summarizes some basic principles that should be followed in illustration drawing: illustration should conform to students' age and psychological characteristics; illustration should be in line with the content of the text; illustration should fully reflect the nature of the times; illustration arrangement should be the same page of graphics and text; The illustration should combine the style of Chinese and Western painting. Through the analysis and summary of the primary school Chinese textbook illustration has its own function. The fourth part: illustration drawing and teaching suggestions of primary school Chinese teaching materials. This part puts forward some suggestions from three aspects: relevant departments, illustration designers and teachers. It is hoped that this study will provide some useful help for the development, reform and teaching of Chinese teaching materials in primary schools in China.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G623.2

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