說明文類的文圖結構分析 ─以國小社會領域教科書南一版為例 = Text Structure and Access Feature in Exposition : The Case Study of Social Studies Textbooks in Elementary School—Nan-yi Version as Example

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題名:
說明文類的文圖結構分析 ─以國小社會領域教科書南一版為例 = Text Structure and Access Feature in Exposition : The Case Study of Social Studies Textbooks in Elementary School—Nan-yi Version as Example
著者: 林曉萍
國立臺南大學國語文學系碩士班
主題: 說明文類南一版社會教科書篇章結構附屬特徵; Exposition SocialstudiestextbooksNan-Yiedition Textstructure Accessfeature
描述: 本論文旨在探討說明文類的文圖結構，以104學年度教育部審定通過的南一版國小社會領域教科書為研究文本，針對其篇章結構、附屬特徵進行分析、研究。本研究採內容分析法，在進行課文的分析與歸納後，研究結果如下：一、篇章結構 (一) 社會教科書中的說明文呈現上、中、下三個層次的結構，各層次間具有領屬結構的語意關係。結構中各個構件大都會出現，唯有結尾與總結可有可無，或僅出現其一，有時總結也是結尾。 (二) 在框櫺結構中，以「人、事、物和狀態為框」的情況居多，以「地理位置為框」的情況較少。篇章中會出現框或櫺的省略，而櫺省略的現象多於框的省略，有時也出現櫺置於框前的現象。 (三) 「引言」與「總說」可視為篇章的開頭，以「總提對象式」出現的次數最多。而「總結」、「結尾」、「總結」加上「結尾」則都可成為篇章的結尾，以「總結的形式」居多。 (四) 篇章中的說明順序安排以邏輯序列的使用情況最多。隨年級提升，各個序列出現的情況隨之增加。課文內容多能依循安排原則，唯有十幾個主題的安排原則不容易確定，恐會影響學童的閱讀理解。二、附屬特徵南一版社會教科書中說明文的附屬特徵共有十七種類型，其中以「說明文字」這個附屬特徵出現的次數最多，「事實數據」最少。此外，綜合圖的樣貌相當多元，共有十八種小類，出現次數最多的是照片與插圖的結合，而結合最多附屬特徵有兩類，分別是「照片+插圖+說明文字+連結圖示+箭頭」以及「示意圖+照片+說明文字+箭頭+圓點」。基本上，每一單元皆會出現兩個以上的附屬特徵，當附屬特徵的數量愈多，傳達的訊息量也愈高，倘若附屬特徵之間配置的效果不佳，
This research is to explore the text structures and access features in exposition. The objects of study are the social studies textbooks in elementary schools of Nan-Yi edition approved by the Ministry of Education in 2015. This research compares and analyzes the text structures and access features of the social studies textbooks of the same edition. With the content analysis from the above social studies textbooks, the major findings of this research are as follows: 1. On the text structure: (1) The exposition of the social studies textbooks shows three relating level structures: upper, middle and lower. The possessive structures between these levels have some kind of semantic relation. Most of each part will appear in the structure. However, only conclusion and summary are dispensable or appear one of two, or sometimes conclusion and summary are the same. (2) In the frame-lattice structure, the “people, matter, object and status as frame” appears more frequent than the “geographic location as frame”. The frame or lattice is omitted in these texts, and the lattices are omitted more than the frame, and sometimes the lattice is placed in front of the frame. (3) The “introduction” and “topic sentence” can be seen the beginning of the text. Among them, “talking first about objects” appears most frequently. The “summary”, “conclusion”, and “summary + conclusion” will become available at the end of the texts, and “summary” appears most frequently. (4) Logical sequence is most frequently used in the texts. With the promotion of grades, the using of each sequence is increased gradually. Most of the text contents can follow the arrangement principle. However, a dozen of topics’ arrangement principle is not easy to determine, and it will affect students’ reading comprehension. 2. On the access feature: There are seventeen access feature types of exposition in the social studies textbooks i
出版者: 碩士論文--國立臺南大學國語文學系國語文教學碩士班, 104學年度
建立日期: 民104 [2015]
格式: xii,195面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

說明文類的文圖結構分析 ─以國小社會領域教科書南一版為例 = Text Structure and Access Feature in Exposition : The Case Study of Social Studies Textbooks in Elementary School—Nan-yi Version as Example

林曉萍國立臺南大學國語文學系碩士班民104 [2015]

正在檢索遠程資料庫，請稍等

說明文類的文圖結構分析 ─以國小社會領域教科書南一版為例 = Text Structure and Access Feature in Exposition : The Case Study of Social Studies Textbooks in Elementary School—Nan-yi Version as Example

林曉萍 國立臺南大學 國語文學系碩士班 民104 [2015]

正在檢索遠程資料庫，請稍等

林曉萍國立臺南大學國語文學系碩士班民104 [2015]