人教2024七年级英语教材插图多模态协同效果研究——基于八个单元的个案分析

Research on the Multimodal Synergistic Effects of Illustrations in the 2024 PEP Edition of the Grade 7 English Textbook—A Case Study Based on Eight Units

摘要: 本研究对2024年人教版七年级英语教材中选取的八个单元进行个案分析，旨在探究教材插图与文本、版面布局、颜色等多模态资源的协同模式及功能效果。基于Kress & van Leeuwen的视觉语法理论、张德禄的多模态话语分析框架及模态协同理论，采用文本分析法，对样本中的39页含插图页面进行编码分析。在所选样本范围内，统计分析显示：插图以叙事再现为主(26幅，66.67%)，概念再现为辅(12幅，30.77%)；模态协同模式以互补–强化关系为主(28页，71.79%)，互补–补充关系为辅(9页，23.08%)；多模态协同在教材不同教学板块中发挥着语境创设(15页，38.46%)、语篇支架(7页，17.95%)、任务支架(7页，17.95%)等差异化教学功能。基于样本单元统计分析，研究对象教材插图并非简单装饰，而是与其他模态协同配合，发挥“1 + 1 > 2”的教学效果。本研究可为一线教师深入理解教材编写意图、高效使用教材多模态资源提供参考。

Abstract: This study conducts a case study of eight selected units from the 2024 PEP edition of the Grade 7 English textbook, analyzing the synergy types between illustrations and other modalities (e.g., text, page layout, color) and the synergy effects. Based on Kress & van Leeuwen’s visual grammar theory, Zhang Delu’s multimodal discourse analysis framework, and modality synergy theory, this study adopts text analysis method. A total of 39 textbook pages containing illustrations were coded and analyzed. Based on the chosen samples, research findings show that narrative representation dominates on textbook illustrations (26 pages, 66.67%), followed by conceptual representation (12 pages, 30.77%). The predominant synergy mode between illustrations and other modalities is complementary-reinforcement (28 pages, 71.79%), with complementary-supplementary as the secondary mode (9 pages, 23.08%). Multimodal synergy performs differentiated effects across different textbook teaching sections, including context creation (15 pages, 38.46%), discourse scaffolding (7 pages, 17.95%), and task direction (7 pages, 17.95%). To conclude, based on the analysis of the sample units, textbook illustrations are not mere decorations but work synergistically with other modalities to achieve a “1 + 1 > 2” effects. This study provides insights for front-line teachers to better understand textbook writers’ design intentions and to more effectively utilize multimodal resources in textbooks.