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王帅臣

刘鸿艳

华北理工大学，中国

 

摘要

多模态是教材编写的重要特征与发展方向。本研究基于视觉语法理论和图文关系框架，以国内出版的 5 套代表性少儿汉语教材插图为研究对象，展开多模态话语分析。首先，描述 5 套教材图文视觉多模态的总体状况；其次，重点展开插图的多模态话语分析：从再现意义来看，叙事再现多于概念再现；从互动意义来看，以单向性接触为主；从构图意义来看，显著性与颜色关系密切，框架以隐性框架为主，方框、斜线类显性框架次之。再次，考察教材图文关系规律：从图文地位来看，以图文互补平等地位为主；从语义逻辑关系来看，以语言投射和扩展中的阐释功能为主。最后，基于上述研究发现，提出少儿汉语教材插图设计编排与教学应用的若干建议。

 

关键词

视觉多模态， 少儿汉语教材， 插图, 视觉语法， 图文关系

 

A Study of the Illustrations in Children's Chinese Textbooks from a Multimodal Visual Perspective
 

Shuaichen Wang

Hongyan Liu

North China University of Science and Technology, China

 

Abstract

Multimodality is a significant feature and developmental direction of textbooks. Based on visual grammar theory and the framework of image-text relationships, this study systematically examines the illustrations in five representative sets of children's Chinese textbooks published domestically. Firstly, the overall status of visual multimodality in images and text is described. Secondly, a detailed multimodal discourse analysis of the illustrations is conducted. In terms of representational meaning, narrative representation predominates over conceptual representation; in terms of interactive meaning, unidirectional contact is the main form; in terms of compositional meaning, salience is closely related to color, with implicit framing being the primary form, followed by explicit framing represented by boxes and diagonal lines. Thirdly, the study finds that in terms of image-text status, complementary and equal status between images and text is predominant; in terms of semantic logical relationships, language projection and the explanatory function within expansion are the main features. Finally, based on the above research, several suggestions for the design and layout of illustrations in children's Chinese textbooks are proposed.

 

Keywords

Visual multimodal, the Children's Chinese textbooks, illustration, visual grammar, image-text relations