视觉语法视角下高中英语教材单元开篇页的对比研究——以新人教版和新北师大版必修教材为例

A Comparative Study of Unit Opening Pages in Senior High School English Textbooks from the Perspective of Visual Grammar—Taking the New PEP and BNUP Compulsory Editions as Examples

摘要: 本研究基于Kress & van Leeuwen视觉语法理论，采用量化统计与质性分析相结合的方法，对新人教版与新北师大版高中英语必修教材的单元开篇页进行对比分析，旨在揭示两版教材在意义构建上的异同及潜在不足。研究发现，两版教材在再现意义方面均以叙事再现为主，有助于学生理解主题语境；在互动意义方面，均通过正面、平视视角促进学生与图像的互动。然而，新北师大版教材更多采用中等镜头拉近学生与图像的距离，促进互动，而新人教版教材则以长镜头为主，仅提供客观场景，学生与图像的距离较远。此外，两版教材均以“提供”类图像为主，缺乏互动性。本研究为高中英语教材开篇页的设计优化及教学实践提供了相应建议，有助于提升教材的互动性和教学效果。

Abstract: This study is grounded in the Visual Grammar theory proposed by Kress and van Leeuwen and employs a mixed-methods approach, combining quantitative statistics with qualitative analysis, to conduct a comparative analysis of the unit opening pages in two editions of senior high school English textbooks in China: the newly revised People’s Education Press (PEP) Edition and the Beijing Normal University (BNU) Edition. The aim is to uncover the similarities and differences in meaning construction between the two versions, as well as any underlying deficiencies. The study reveals that both versions primarily utilize narrative representation to construct meaning, which facilitates students’ understanding of the thematic context. In terms of interactive meaning, both versions promote student-image interaction through a frontal, eye-level perspective. However, the BNUP version tends to use medium shots more frequently to bridge the gap between students and images, enhancing interaction, whereas the NPEP version mainly relies on long shots, providing only objective scenes and thus maintaining a greater distance between students and images. Moreover, both versions predominantly feature “offer” images, which lack interactivity. This research provides corresponding suggestions for the design optimization of the opening pages in high school English textbooks and for teaching practice, which can help improve the interactivity and teaching effectiveness of the textbooks.