视觉传达设计在历史课堂教学中的运用

发布时间：2019-01-18 12:46

【摘要】：随着教育技术的进一步发展,视觉要素以其直观、形象的特点在历史课堂教学中越来越凸显出其独特的优势。一方面,它可以使抽象、庞杂的历史知识更加形象与系统,使学生的历史学习过程高效且兼具愉悦感；另一方面,可以“再现”历史场景,使历史知识不再受其“过去性”的局限,让学生真正的感受历史,从而实现历史的多元教育价值。然而,如何实现视觉传达设计与历史课堂教学的有机结合却往往为大家所忽视。综观学术界,关于视觉传达设计在历史课堂教学中运用的研究几乎没有,但对单个视觉元素和视觉载体进行研究的文章和书籍却不少。本文从视觉心理学、教育学、设计美学等理论出发对历史课堂教学中的视觉元素进行研究,在一定程度上对该领域的理论创新具有探索意义。就现今高中历史课堂教学而言,视觉元素在历史课堂教学中运用的主要载体有黑板、教科书以及多媒体课件,而视觉的三大要素无外乎文字、色彩和图像。因此本文从视觉的三大要素出发,以历史课堂教学中的主要载体为依托从三个方面进行了论述。文字编排设计在历史课堂教学中的运用主要以板书设计为例进行阐释,无论其单个文字书写还是多个文字的组合编排,强调既要满足教学内容的需要也要兼顾学生的视觉需要；图像与构成设计在历史课堂中的运用则是基于教科书中的图像进行论述,横向对比大陆“人民版”和台湾“康熙版”历史教科书,“康熙版”教科书的图像丰富性和多样性更胜一筹。通过对2007年和1996年“人教版”教科书进行纵向对比,2007年版教科书从图像数量和选材较1996年版都体现了一定的进步性；在色彩搭配与设计这一部分主要结合历史多媒体课件案例进行分析,在研究过程中色彩的运用方法和功能得到了进一步的挖掘。视觉传达设计在历史课堂教学中的运用是基于多个学科的跨界研究,对于历史教学而言具有明显效果和积极作用,但也存在着诸多问题。尽管如此,随着科学技术的发展,对历史课堂教学进行视觉传达设计是符合现代化教学发展方向的,但要广泛运用在历史课堂教学中还有很长的一段路要走。
[Abstract]:With the further development of educational technology, visual elements have more and more unique advantages in history classroom teaching. On the one hand, it can make abstract and complicated historical knowledge more vivid and systematic, and make students' history learning process more efficient and pleasant. On the other hand, we can "reproduce" the historical scene, so that the historical knowledge is no longer limited by its "past nature", so that students can really feel the history and realize the multi-educational value of history. However, how to realize the organic combination of visual communication design and history teaching is often ignored. In the academic circles, there is almost no research on the application of visual communication design in history classroom teaching, but there are many articles and books on individual visual elements and visual carriers. Based on the theories of visual psychology, pedagogy and design aesthetics, this paper studies the visual elements in history classroom teaching, and to some extent explores the theoretical innovation in this field. As far as history classroom teaching in senior high school is concerned, the main carriers of visual elements in history classroom teaching are blackboard, textbook and multimedia courseware, while the three elements of vision are nothing more than words, colors and images. Therefore, this paper discusses from three aspects, based on the three elements of vision and the main carrier of history classroom teaching. The application of writing arrangement design in history classroom teaching mainly takes the blackboard design as an example to explain, no matter its single writing or the combination arrangement of multiple characters, emphasizes that it should not only meet the needs of teaching content but also give consideration to the visual needs of students; The use of image and composition design in history classroom is based on the images in textbooks, and the horizontal comparison between the mainland "people's Edition" and Taiwan's "Kangxi Edition" history textbooks. The image richness and diversity of Kangxi textbook are better than others. Through the longitudinal comparison between 2007 and 1996, the 2007 edition shows a certain progress in image quantity and material selection compared with 1996 edition. In the part of collocation and design of color, the case of historical multimedia courseware is analyzed, and the application method and function of color are further excavated in the course of research. The application of visual communication design in history classroom teaching is a cross-border study based on many subjects, which has obvious effect and positive effect on history teaching, but there are also many problems. However, with the development of science and technology, the design of visual communication for history classroom teaching is in line with the development direction of modern teaching, but there is still a long way to go to widely use it in history classroom teaching.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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