视觉语法理论视角下统编高中语文教材插图研究

Illustrations in Unified Senior High School Chinese Language Textbooks: A Visual Grammar Analysis

摘要: 长期以来，语文教育研究对教材关注多集中于文本内容，对插图等视觉要素重视不足，本文以克瑞斯和凡·勒文的视觉语法理论为框架，从再现功能、互动功能、构图功能三大维度对统编高中语文教材插图进行系统分析。研究发现，教材插图能具象化呈现文本内容、构建读者情感联结、凸显核心教学主题，是具备独立意义传递能力的重要课程资源，具备文字难以替代的教育价值。本研究可为教材插图的分析评价、教学开发与设计优化提供新的视角与方法，推动语文教育对教材视觉资源的重视与深化研究。

Abstract: For a long time, research in Chinese language education has focused predominantly on the textual content of textbooks, with insufficient attention paid to visual elements such as illustrations. Drawing upon Kress and van Leeuwen’s visual grammar theory as the analytical framework, this study conducts a systematic analysis of illustrations in the unified senior high school Chinese language textbooks from three dimensions: representational function, interactive function, and compositional function. The findings reveal that textbook illustrations can concretize textual content, construct emotional connections with readers, and highlight core teaching themes. As an important curricular resource with independent meaning-making capacity, illustrations possess irreplaceable educational value that text alone cannot provide. This study offers new perspectives and methods for the analysis, evaluation, pedagogical development, and design optimization of textbook illustrations, thereby promoting greater attention to and in-depth research on visual resources in Chinese language education.