语图互文理论下统编语文教材插图的智育功能阐释  

On the Intellectual Educational Functions of Illustrations in Unified Chinese Textbooks under the Theory of Language-image Intertextuality

作　　者：余俊宏 YU Junhong(School of Chinese Language and Culture,Nanchang Normal University,Nanchang Jiangxi,330032)

机构地区：[1]南昌师范学院文学院,江西南昌330032

出　　处：《现代基础教育研究》2020年第4期164-170,共7页Research on Modern Basic Education

基　　金：江西省十三五教育科学规划重点项目“语图互文视角下部编语文教材插图的教育功能研究”(项目编号:18ZD084)的成果。

摘　　要：语图互文理论是指语言与图像的互文性关系。这种关系在语文教材中体现为三种形式:语图互仿、语图互溢和语图互间。从语图互仿的角度而言,图像突显语言内容,美饰语言形式,有助于发展学生的语言能力;从语图互溢的角度而言,图像触发学生对事件溯因推果,弥补语言文本之不足,有助于衬托人物形象;从语图互间的角度而言,图像激发学生的学习兴趣,拓展语言文本的张力,有助于培养学生的空间思维能力。在语文教学中,教师可充分利用插图开展教育教学活动,以丰富教育教学的手段与方法,提高教育教学效果,发展学生的语文素养。The theory of language-image intertextuality refers to the intertextuality between language and image,which has three forms in Chinese teaching materials:the mutual imitation,the mutual overflow,and the mutual interaction of language and images.From the perspective of the mutual imitation of language and images,images highlight the language content and beautify the language form,which is helpful to develop students’language ability;from the perspective of the mutual overflow of language and images,images trigger the readers to infer the cause of events,make up for the lack of language text,and help to set off the characters’image;from the perspective of the mutual interaction of language and images,images stimulate students’interest in learning,expand the tension of language text,and help to cultivate students’spatial thinking ability.In Chinese teaching,teachers can make full use of illustrations to carry out educational and teaching activities,so as to enrich the means and methods of education and teaching,improve the effect of education and teaching,and develop students’Chinese competence.

关 键 词：语图互文 语文插图 智育功能 

分 类 号：G633.3[文化科学—教育学]