人教版与长春版小学语文教科书儿童形象比较研究
发布时间：2018-08-18 14:05
【摘要】：当今社会处于极速发展的进程中,儿童作为社会发展的未来,在不断社会化的过程中,受到家庭、学校、社会的极度重视。教科书作为知识的载体,其中隐含了一定的价值观念和意识形态。小学阶段的学生,由于身体和心理方面的不断发展,具有强烈的好奇心、探究欲和模仿意识,而教科书中的儿童以其相似的年龄结构特征成为学生学习和模仿的重要对象。因此,笔者对小学语文教科书中出现的儿童形象进行研究,借以发现其中潜在的价值观念。本研究在大量阅读文献的基础上了解前人有关儿童形象的研究概况,以人教版和长春版1—6年级共计24册小学语文教科书中的儿童形象为研究对象,借鉴并修改前人的研究框架,确立对小学语文教科书中儿童形象的分析框架,主要从儿童外在形象如性别、民族、国别、时代、身体健康状况和儿童内在形象如情绪、性格和道德品质几方面进行分析。在研究方法上,运用内容分析法和比较研究法对文本内容进行分析,了解两版语文教科书中各自呈现的儿童形象,分析其存在的共性和差异,了解两版语文教科书在塑造儿童形象方面存在的不足之处,同时为充实两版教科书中教师对教科书中儿童形象的认识,分别选取S学校和Z学校的共计6名教师进行访谈,访谈内容用以充实笔者对文本资料的分析。通过比较分析,笔者认为,在人教版和长春版小学语文教科书中皆存在男女儿童性别数量比例不均衡,对儿童性别形象的刻画存在刻板印象;少数民族儿童数量较少,民族形象不够丰富等问题;在儿童内在形象方面,两版语文教科书中愉快类儿童数量较多,一些儿童具有多重情绪表达;教科书中外向型性格的儿童远高于内向型性格的儿童,显示出编者对外向型儿童的倾向;在道德品质方面,两版教科书中的儿童道德品质多样,热爱生活的儿童比重最多,但不同版本中对儿童的道德倾向不同。因此,笔者针对教科书编者和使用者提出不同的建议,希望教科书编者能够改善教科书中男女儿童比例失衡现象、丰富少数民族儿童形象、呈现更真实的儿童形象等;教师方面则希望教师多元解读儿童形象,辩证分析儿童道德行为,互相借鉴不同版本中的儿童形象,丰富学生学习内容。
[Abstract]:Children, as the future of social development, are highly valued by families, schools and society in the process of socialization. As the carrier of knowledge, textbooks imply certain values and ideologies. Because of the continuous development of body and psychology, students in primary school have strong curiosity, inquisitive desire and imitation consciousness, and the children in textbooks have become the important objects for students to learn and imitate because of their similar age structure characteristics. Therefore, the author studies the images of children in primary school Chinese textbooks to find out the potential values. On the basis of reading a great deal of literature, this study is based on the general situation of previous researches on the image of children, and takes the images of children in 24 primary school Chinese textbooks in grades 1-6 of education edition and Changchun edition as the research objects. Using the previous research framework for reference and modifying the previous research framework, this paper establishes an analytical framework for the image of children in primary school Chinese textbooks, mainly from the external images of children such as gender, nationality, country, times, physical health and internal images of children such as emotions. The character and moral character are analyzed in several aspects. In terms of research methods, the content analysis method and comparative research method are used to analyze the content of the text, to understand the images of children in the two editions of Chinese textbooks, and to analyze their common features and differences. To understand the shortcomings of the two editions of Chinese textbooks in shaping the image of children, and in order to enrich the teachers' understanding of the images of children in the textbooks, six teachers from School S and School Z were selected to interview each other. The contents of the interview are used to enrich the author's analysis of the text. Through comparative analysis, the author thinks that there is an imbalance in the number of boys and girls in primary school Chinese textbooks, and stereotype exists in the portrayal of children's gender image, and the number of minority children is relatively small. In terms of the internal image of children, there are more happy children in the two-edition Chinese textbooks, and some children have many emotional expressions; the children with extroverted characters in textbooks are far higher than those with introverted characters. In terms of moral quality, the moral quality of children in the two editions of textbooks is diverse, the proportion of children who love life is the most, but the moral tendency of children is different in different versions. Therefore, the author puts forward different suggestions for textbook editors and users, hoping that textbook editors can improve the imbalance between boys and girls in textbooks, enrich the image of minority children, and present a more real image of children. On the other hand, teachers hope that teachers can interpret children's images, dialectically analyze children's moral behaviors, draw lessons from different versions of children's images, and enrich students' learning contents.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
[Abstract]:Children, as the future of social development, are highly valued by families, schools and society in the process of socialization. As the carrier of knowledge, textbooks imply certain values and ideologies. Because of the continuous development of body and psychology, students in primary school have strong curiosity, inquisitive desire and imitation consciousness, and the children in textbooks have become the important objects for students to learn and imitate because of their similar age structure characteristics. Therefore, the author studies the images of children in primary school Chinese textbooks to find out the potential values. On the basis of reading a great deal of literature, this study is based on the general situation of previous researches on the image of children, and takes the images of children in 24 primary school Chinese textbooks in grades 1-6 of education edition and Changchun edition as the research objects. Using the previous research framework for reference and modifying the previous research framework, this paper establishes an analytical framework for the image of children in primary school Chinese textbooks, mainly from the external images of children such as gender, nationality, country, times, physical health and internal images of children such as emotions. The character and moral character are analyzed in several aspects. In terms of research methods, the content analysis method and comparative research method are used to analyze the content of the text, to understand the images of children in the two editions of Chinese textbooks, and to analyze their common features and differences. To understand the shortcomings of the two editions of Chinese textbooks in shaping the image of children, and in order to enrich the teachers' understanding of the images of children in the textbooks, six teachers from School S and School Z were selected to interview each other. The contents of the interview are used to enrich the author's analysis of the text. Through comparative analysis, the author thinks that there is an imbalance in the number of boys and girls in primary school Chinese textbooks, and stereotype exists in the portrayal of children's gender image, and the number of minority children is relatively small. In terms of the internal image of children, there are more happy children in the two-edition Chinese textbooks, and some children have many emotional expressions; the children with extroverted characters in textbooks are far higher than those with introverted characters. In terms of moral quality, the moral quality of children in the two editions of textbooks is diverse, the proportion of children who love life is the most, but the moral tendency of children is different in different versions. Therefore, the author puts forward different suggestions for textbook editors and users, hoping that textbook editors can improve the imbalance between boys and girls in textbooks, enrich the image of minority children, and present a more real image of children. On the other hand, teachers hope that teachers can interpret children's images, dialectically analyze children's moral behaviors, draw lessons from different versions of children's images, and enrich students' learning contents.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
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