| Pictures are the second language of textbooks and an important curriculum resource,playing an irreplaceable role in helping teachers teach and stimulating students’ interest in learning with text.Therefore,this study uses Kress and Van Leeuwen’s Visual Grammar theory to carefully analyze the illustrations in the 12 textbooks and 24 exercises of the revised edition of Chinese(Primary School Edition)of JN to reveal how images and texts achieve linguistic metafunction and modal meaning,in order to provide a new perspective for textbook illustration research.This study aims to provide new perspectives for the study of pictures and suggestions for textbook illustrators and pedagogues,so as to improve the quality of pictures and help learners learn Chinese more effectively.The study finds that the number of textbook pictures decreases with grade level,mainly due to the increase of learners’ language level and the reduction of picture aids according to the principle of "words,phrases,sentences,and chapters" and the teaching principle from easy to difficult;from the perspective of Visual Grammar theory,the reproduction function is dominated by narrative reproduction,and the interactive function is dominated by providing,social distancing,level-viewing,and high-emotion.In terms of visual grammar theory,the reproduction function is dominated by narrative reproduction,the interaction function is dominated by providing,social distancing,level view and high mood,and the composition function is dominated by foreground and separation;the illustrations and the text together build a national image of China with family harmony,teacher and student love,social harmony,friendship and peace among all ethnic groups,and common development.This paper is divided into seven chapters to discuss the textbook illustrations of Chinese.The first chapter is the introduction,which explains the origin of the selected topic,the object of the study,the purpose of the study,the significance of the study,the research overview and the research method.Chapter 2 is the theoretical foundation,which compares the development of systemic functional linguistics,multimodal discourse analysis and visual grammar theory,and gives a detailed description of the classification and definition of visual grammar theory,as well as examples.Chapter 3 analyzes the submodalities within the visual modality,classifies the illustrations into fixed illustrations,color block illustrations,text illustrations,exercise illustrations and decorative illustrations according to different functions,and analyzes their proportions generated based on teaching objectives and the dynamic changes in each volume.Chapter 4 classifies and analyzes 1455 pictures based on visual grammar theory,explores the patterns and reasons for the changes of illustrations with different functions at different stages,and examines whether the types of illustrations are balanced and reasonable.Chapter 5 counts the themes reflected by the text and pictures,analyzes the value orientation,family relations and ethnic relations conveyed by both,and explores the national image of China constructed by the textbooks.Chapter 6 concludes the study by summarizing the sub-modal analysis within the visual modality,the analysis of pictures based on Visual Grammar theory,and the image of the Chinese nation constructed by the textbook.Chapter 7 summarizes the areas to be improved in the textbook illustrations based on the conclusion and proposes research suggestions. |
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