语图互文视角下图像的教育价值论析——以统编小学语文教材插图为例  

Study OnEducational Values of Images Based on Language-Image Intertextuality Theory——Taking Illustrations of State-compiled Chinese Textbooks for Primary School as Examples

作　　者：余俊宏 李丹丹 YU Junhong;LI Dandan(School of Chinese Language and Culture,Nanchang Normal University,Nanchang 330032,China)

机构地区：[1]南昌师范学院文学院,江西南昌330032

出　　处：《南昌师范学院学报》2022年第3期128-134,共7页Journal of Nanchang Normal University

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”(18ZD084)。

摘　　要：语图互文理论研究语言与图像之间的互文性关系。在语文教学中语言文本固然十分重要,但图像内容也不可忽视,后者对前者的学习具有辅助作用。就统编教材中的语图互文关系而言,其具体表现有:语图互仿,图溢言外,言大于图和语图互间。在语文教学中,插图可以激发学生的学习兴趣,凸显语言文本的核心内容,展示事件的发展过程,表现语言文本的思想情感。因此,教师要妥善处理语言与图像之间的关系,使之相互融合、相互促进,以提高学生的知识技能,增强学生的审美情趣,促进学生核心素养的全面发展。Language-image intertextuality theory is to study the relationship between language and image.In Chinese teaching,the content of the language text is very important,but the content of the image can not be ignored.The latter has a supplementary role in the former learning.As for the intertextuality relationship between the language and image in the state-compiled textbooks,its concrete manifestations are the mutual imitation of language and images,the overflowing of images from language,the language outweighs the images,and the intertextuality interval of language and images.In Chinese teaching,illustrations can stimulate students'interest in learning,highlight the core content of language text,show the development process of events,and express the thoughts and feelings of language text.Therefore,teachers should properly handle the relationship between language and image,make them merge and promote each other,so as to improve students'knowledge and ability,enhance students'aesthetic taste,and promote the overall development of students'core qualities.

关 键 词：语图互文 语文教育 语言 图像 

分 类 号：G423.3[文化科学—课程与教学论] G623.2[文化科学—教育学]