圖像語言融入小學語文閱讀課程的研究

小學階段學生仍以形象思維為主， 圖像或可成為其理解文本內容的重要工具。 為了研究圖像語言是否有助於提升學生的閱讀能力， 本研究以195名小學四年級學生為研究對象， 通過圖像語言融入語文閱讀課程進行准實驗研究。 本研究中量化分析主要採用實驗法、 問卷法， 質性分析主要採用訪談法。

研究結果顯示： （1） 圖像語言干預後， 時間因素對學生總體文本理解能力（包括文學類文本和信息類文本） 的影響顯著。（2） 圖像語言干預對學生總體文本理解能力和信息類文本理解能力的影響顯著， 而對文學類文本理解能力的影響不顯著。（3） 圖像語言干預後， 成績基礎對同學的總體文本理解能力（包括文學類文本和信息類文本） 的影響顯著。（4） 時間因素和圖像語言干預對文學類文本理解能力的影響顯著， 而對總體文本理解能力和信息類文本理解能力的影響不顯著。（5） 圖像語言干預後， 時間因素和基礎成績對學生總體文本理解能力（包括文學類文本和信息類文本） 的影響顯著。（6） 圖像語言干預後，基礎成績和圖像語言干預對學生的總體文本理解能力（包括文學類文本和信息類文本） 的影響不顯著。（7） 時間因素、 基礎成績和實驗干預對學生文學類文本理解能力的影響顯著， 對學生總體文本理解能力和信息類文本理解能力的影響均不顯著。

針對不同成績基礎的學生， 圖像語言對他們存在差異性影響。（1） 圖像語言干預對高分組、 中分組、 低分組學生的文學類文本理解能力都有顯著影響；（2）圖像語言對高分組學生的信息類文本理解能力有顯著影響， 但對中分組和低分組的影響不顯著。

本研究一方面從理論層面分析圖像語言教學在語文閱讀教學中的作用， 另一方面， 從實踐方面分析圖像語言干預對學生總體語文閱讀能力（包括文學類文本和信息類文本） 的影響情況和不同水平學生的閱讀能力變化情況， 有助於為後續語文教育引入圖像語言教學提供借鑒。

Elementary school pupils continue to emphasize picture thinking, and the picture may become a critical tool for them to comprehend the text's meaning. To determine if visual language instruction helps students enhance their Reading abilities. A quasi-experimental study was conducted on the integration of visual language into Chinese reading Comprehension among 195 Grade 4 pupils. In this study, the quantitative analysis mainly adopts experimental method and questionnaire method, while the qualitative analysis mainly adopts interview method.

The findings indicate that: (1) after the visual language intervention, time variables have an effect on students' overall text comprehension ability (including literary text and information text). (2)Visual language intervention elements have a substantial effect on students' overall text comprehension ability, information text comprehension ability, but not on students' literary text comprehension ability. (3) After the visual language intervention, the findings indicate that students' overall text comprehension ability (including literary text and information text ) are significantly affected by their basis of achievement. (4) Time factor and visual language intervention have significant effects on literary text comprehension, but have no significant effects on overall text comprehension and information text comprehension. (5) After the visual language intervention, both time and basic achievement have significant influence on students' overall text comprehension ability (including literature text and information text). (6) After the visual language intervention, the findings indicate that neither basic achievement nor visual language intervention had a significant influence on students' overall text comprehension ability (including literary text and information text). (7) Time factor, basic achievement and experimental intervention have significant influence on students' literary text comprehension ability, but have no significant influence on students' overall text comprehension ability and information text comprehension ability.

For students of different levels, visual language has different effects on them. (1) visual language intervention has a significant effect on the literary text comprehension ability of high score group, medium score group and low score groups. (2) Visual language has a significant effect on high score group information text comprehension ability, but has no significant effect on medium score group and low score group information text comprehension ability.

We may investigate the effect of visual language instruction on students' ability to read Chinese through experimental study. On the one hand, it examines the theoretical implications of visual language instruction in Chinese reading instruction. On the other hand, examining the students' overall Chinese reading ability (including literature texts and information text) and the influence of different levels of the students' reading ability from a practice perspective is beneficial for establishing a framework for incorporating visual language instruction into subsequent Chinese education. All rights reserved.