本文選題：語(yǔ)文教科書(shū) + 問(wèn)題插圖　； 參考：《中央民族大學(xué)》2017年碩士論文

【摘要】：插圖在歷史演進(jìn)過(guò)程中與繪畫(huà)、傳媒、科技之間產(chǎn)生了密切的聯(lián)系,語(yǔ)文教科書(shū)插圖是美術(shù)學(xué)科和語(yǔ)文學(xué)科交流下的產(chǎn)物。語(yǔ)文教科書(shū)插圖承擔(dān)著提高學(xué)生的美術(shù)修養(yǎng)以及輔助學(xué)生深入理解課文的責(zé)任,但是語(yǔ)文教科書(shū)插圖的使用一直以來(lái)都處于被忽略的狀態(tài)。本文試圖通過(guò)分析人教版7年級(jí)語(yǔ)文教科書(shū)插圖中存在的問(wèn)題反映現(xiàn)今初中語(yǔ)文教科書(shū)中插圖的現(xiàn)狀與存在問(wèn)題。人教版語(yǔ)文教科書(shū)是目前全國(guó)范圍內(nèi)使用最廣泛的語(yǔ)文教科書(shū),且存在問(wèn)題比較多且問(wèn)題類(lèi)型比較典型,可以為以后的初中語(yǔ)文教科書(shū)插圖研究提供經(jīng)驗(yàn)和幫助。本篇論文基于文本分析的研究方法,展開(kāi)對(duì)人教版7年級(jí)語(yǔ)文教科書(shū)插圖的分析探討。文本分析法是一種對(duì)研究對(duì)象的內(nèi)容進(jìn)行深入分析的研究方法,通過(guò)問(wèn)題表面探究問(wèn)題根本的科學(xué)方法。對(duì)語(yǔ)文教材的插圖的分析探討的理論成果,可以為語(yǔ)文教學(xué)提供寶貴的經(jīng)驗(yàn)。筆者針對(duì)人教版7年級(jí)語(yǔ)文教科書(shū)(上、下)中共54幅插圖進(jìn)行統(tǒng)計(jì)分析,從組織形式、出現(xiàn)位置、抽象水平、完整程度,功能和內(nèi)容篇幅7個(gè)維度進(jìn)行探究。插圖具有激發(fā)閱讀興趣,輔助文本理解,幫助學(xué)生深入理解課文,審美教育等功能,并從語(yǔ)文教科書(shū)插圖的欣賞評(píng)價(jià)方法,評(píng)價(jià)標(biāo)準(zhǔn)和美學(xué)觀念三個(gè)維度對(duì)語(yǔ)文教科書(shū)插圖的藝術(shù)價(jià)值進(jìn)行分析。語(yǔ)文教科書(shū)插圖的美感來(lái)源于線條的美,形狀的美,色彩的美,動(dòng)態(tài)的美等角度。針對(duì)人教版語(yǔ)文教科書(shū)中的問(wèn)題插圖本文從插圖的標(biāo)題,插圖形象的藝術(shù)性,線描作品的藝術(shù)性,印刷問(wèn)題,圖解性分析,裝飾性分析等六個(gè)角度對(duì)目前語(yǔ)文教科書(shū)插圖存在的問(wèn)題進(jìn)行了具體分析,并對(duì)教科書(shū)中問(wèn)題的形成原因進(jìn)行了探究。筆者認(rèn)為目前語(yǔ)文教科書(shū)插圖的問(wèn)題形成原因主要可以分為主觀原因和客觀原因,客觀原因主要包括教科書(shū)版面的限制,客觀原因主要有對(duì)課文內(nèi)容的理解不當(dāng),忽視插圖的美育功能,忽視圖文關(guān)系的處理等。筆者就目前人教版語(yǔ)文教科書(shū)插圖出現(xiàn)的問(wèn)題也嘗試著給出建議,希望可以為提高教科書(shū)插圖的質(zhì)量略盡綿薄之力。筆者認(rèn)為初中語(yǔ)文教科書(shū)插圖的繪制首先要精確理解課文內(nèi)容,保證插圖圖解的科學(xué)性和準(zhǔn)確性,其次是對(duì)初中語(yǔ)文教科書(shū)插圖的繪制要采用多種藝術(shù)形式,在現(xiàn)代化的數(shù)字媒體技術(shù)條件下可以采用傳統(tǒng)手繪和數(shù)字軟件兩種方式繪制插圖。另外插圖的藝術(shù)性也不容忽視,豐富插圖的意境,精煉藝術(shù)語(yǔ)言對(duì)于插圖的藝術(shù)性的提高很有幫助。對(duì)初中語(yǔ)文教科書(shū)插圖的繪制要注意整體性和學(xué)生的心理特點(diǎn),語(yǔ)文書(shū)裝幀的整體性對(duì)于插圖間連貫具有重要意義,初中語(yǔ)文教科書(shū)插圖的繪制要從初中生的心理特點(diǎn)出發(fā),在數(shù)字信息時(shí)代的初中生心理特點(diǎn)對(duì)于初中語(yǔ)文教科書(shū)插圖的編制提出的要求。
[Abstract]:Illustrations are closely related to painting, media and science and technology in the course of historical evolution. Chinese textbook illustrations are the product of the communication between art and Chinese. Chinese textbook illustrations bear the responsibility of improving students' fine arts cultivation and assisting students to understand the text deeply, but the use of Chinese textbook illustrations has always been neglected. This paper attempts to reflect the current situation and problems of illustrations in junior middle school Chinese textbooks by analyzing the problems existing in illustrations in the seventh grade Chinese textbooks. Chinese textbook is the most widely used Chinese textbook in the whole country at present, and there are many problems and typical types of problems, which can provide experience and help for the study of illustrations in junior middle school Chinese textbooks. Based on the research method of text analysis, this paper analyzes the illustrations of the seventh grade Chinese textbook. Text analysis method is a kind of research method to deeply analyze the content of the object of study, and to explore the fundamental scientific method of the problem through the surface of the problem. The theoretical results of illustrations in Chinese teaching materials can provide valuable experience for Chinese teaching. The author makes a statistical analysis of 54 illustrations in the seventh grade Chinese textbook (first, bottom), and probes into the seven dimensions of organization, position, abstraction, completeness, function and content. Illustrations have the functions of arousing reading interest, assisting text understanding, helping students to understand the text, aesthetic education and so on, and the appreciation and evaluation methods of illustrations in Chinese textbooks. This paper analyzes the artistic value of Chinese textbook illustrations from the three dimensions of evaluation criteria and aesthetic concepts. The beauty of Chinese textbook illustrations comes from the beauty of lines, shapes, colors and dynamic beauty. Aiming at the problems in Chinese textbooks, this paper analyzes the title of illustrations, the artistry of illustrations, the artistry of line-drawing works, the problems of printing and illustrative analysis. This paper analyzes the problems existing in the illustration of Chinese textbooks from six angles, such as decorative analysis, and probes into the causes of the problems in the textbooks. The author thinks that the causes of the problems in Chinese textbook illustrations can be divided into subjective and objective reasons, which mainly include the limitation of textbook layout and the improper understanding of the contents of the texts. Ignore the aesthetic education function of illustrations, ignore the handling of graphic-text relations and so on. The author also tries to give some suggestions on the problems of illustrations in Chinese textbooks, hoping to do a little to improve the quality of illustrations in textbooks. The author thinks that the drawing of illustrations in junior middle school Chinese textbooks should first understand the content of the text accurately and guarantee the scientificity and accuracy of illustrations, and secondly, the drawing of illustrations of Chinese textbooks in junior high school should adopt many kinds of artistic forms. Under the condition of modern digital media technology, we can draw illustrations by traditional hand-drawing and digital software. In addition, the artistry of illustrations can not be ignored. Enriching the artistic conception of illustrations and refining the artistic language are helpful to the improvement of the artistry of illustrations. We should pay attention to the entirety and the psychological characteristics of the students in the drawing of the illustrations of the junior middle school Chinese textbooks. The psychological characteristics of junior high school students in the digital information age require the compilation of illustrations in junior middle school Chinese textbooks.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3

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