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中文题名:

 中国高中英语教科书中视觉图像教学表征及其影响的对比分析    

姓名:

 魏孝怡    

保密级别:

 公开    

论文语种:

 eng    

学科代码:

 050211    

学科专业:

 外国语言学及应用语言学    

学生类型:

 硕士    

学位:

 文学硕士    

学位类型:

 学术学位    

学位年度:

 2024    

校区:

 北京校区培养    

学院:

 外国语言文学学院    

研究方向:

 课程与教材    

第一导师姓名:

 潘琳    

第一导师单位:

 外国语言文学学院    

提交日期:

 2024-05-29    

答辩日期:

 2024-05-13    

外文题名:

 A Comparative Analysis of Pedagogical Representations of Visual Images and Their Influence in Chinese Senior High School English Textbooks    

中文关键词:

 多模态话语分析 ; 视觉语法理论 ; 英语教科书 ; 教学表征    

外文关键词:

 multimodal discourse analysis ; the visual grammar model ; ELT textbooks ; pedagogical representations    

中文摘要:

    英语教材在英语课堂教学中起着至关重要的作用,影响着英语学习者的学习。尽管已有研究从多个视角探讨了英语教科书的特点,其中也涵盖了对比研究,但以视觉图像为研究对象的研究仍然相对较少。其中,有一些研究从理论层面探讨了视觉图像的特点以及图像与文本之间的相互关系。同时,也有研究采用其他研究方法从教师的视角去分析视觉图像的使用情况。然而,却很少有研究从研究学生“看”的能力的视角去研究视觉图像的教学表征。因此,这一领域仍然存在可探讨的研究空间。

    本研究以人教版和外研社的高中英语教科书为研究材料,旨在比较这两种教材的图像在教学表征上的异同,并尝试进一步探究其对学生“看”的能力所产生的影响。本研究采用视觉语法理论(Kress & van Leeuwen, 2006)分析了视觉图像的呈现,以及图像文字关系理论(van Leeuwen, 2005)分析了教材中的图文关系。此外,本研究还采用了半结构化访谈法对6位老师和8位学生进行了调查,了解了两种教科书中视觉图像的使用对学生“看”的能力的影响。 

    研究主要有以下三个发现。第一,就视觉语法(Kress & van Leeuwen, 2006)中再现意义、互动意义和构图意义三个角度的划分来看,两套教材的图片主要是通过叙事再现来反映现实世界,还主要通过“提供信息”、远距离的拍摄视角来呈现信息,以及平视的拍摄视角来与学生互动。它们还主要通过中间-边缘的模式和图文分离的形式来构图。第二,根据图文关系理论的划分(van Leeuwen, 2005),两套教材的细化部分多于外延部分。更具体来看,解释类多于详述类,相似类多于对比类和补充类。第三,就图像的使用情况来看,两套教材的视觉图像都可以帮助学生理解文本。人教版可以提高学生的审美鉴赏能力,而外研版则可以帮助学生将不同学科知识融会贯通。然而,采访者主要遇到的困难与自身理解能力和图像待改善之处有关。两套教材的使用者都存在图像内容理解上的认知困难,而且都认为两套教材的图片内容有限。此外,相关的建议主要集中在图像基本属性及其内容上。采访者建议两套教材的编者修改视觉图像的类型、大小、清晰度和亮度,并根据文本内容选择适当的或者可以拓展文本的图像。

    根据上述研究结果,本文为今后这两套英语教材在视觉图像内容及其特点的进一步完善方面提供了若干建议。同时,本研究也指出了研究的局限性和今后需努力的方向,旨在为今后该领域研究未来的发展提供参考。

外文摘要:

    English Language Teaching (ELT) textbooks play a pivotal role in influencing the educational process of those learning English. Some studies have explored the characteristics of ELT textbooks, including comparative studies. However, few studies have utilized visual images for research purposes. Among them, some studies have employed theoretical frameworks to investigate the features of visual and the image-text relations. Other studies have used various methods to examine the use of visual images through the lens of teachers. Nonetheless, few studies have explored the pedagogical representations of visual images in terms of students’ viewing ability. Consequently, there is potential for further investigation in this field.

    Taking People’s Education Press (PEP) and Foreign Language Teaching and Research Press (FLTRP) editions as research materials, the present study attempts to compare the similarities and differences in the pedagogical representations of visual images and to explore their impacts on the students’ viewing ability. This study uses the visual grammar model (Kress & van Leeuwen, 2006) to analyze the features of visual images, and the image-text theory (van Leeuwen, 2005) to analyze the relationships between the images and the text. In addition, semi-structured interviews were conducted with six teachers and eight students to examine the influence of using visual images on students’ viewing ability.

    The study has the following three findings. First, in terms of the representational, interactive, and compositional modes in visual grammar model (Kress & van Leeuwen, 2006) , the visual images in two editions mainly mirror the reality through narrative representation, primarily offering factual data through the “offer” and the shooting angle of the long shot, and engaging with students through the eye-level shooting angle. Their primary composition involves the use of the center-margin pattern and the disconnection of separating the images and the text. Second, in terms of the division of the image-text relation theory (van Leeuwen, 2005), the elaboration appears more frequently than the extension in both editions. To be more specific, the explanation is used more than the specification, while the similarity is slightly more than the contrast and the complement. Third, the visual images in both editions can assist students in comprehending the text. PEP editions can cultivate a sense of beauty, while FLTRP can help students integrate knowledge from various disciplines. However, the principal difficulties arise from the interviewers’ personal comprehension and the images that require refinement. Users of both editions face cognitive challenges in understanding the image content and believe that the images in both editions are restricted in their content. Additionally, the suggestions mainly focus on the basic attributes of images and their content. It is recommended that editors modify the types, sizes, sharpness, and brightness of the images and adjust the images to suit or expand the text content.

    Drawing from the above research findings, some implications are proposed to shed light on improving the content and features of visual images in these two editions. Meanwhile, the limitations of this study are listed, accompanied by the suggestions, aiming to provide a reference for the development of future research in this field.

参考文献总数:

 69    

馆藏号:

 硕050211/24024    

开放日期:

 2025-05-29    

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