多模态理论下的国际中文教育教材图文关系及其合理性分析 ――以《体验汉语基础教程（上、下）》为例
陶 艳（Tao Yan），曾立英（Zeng liying）
摘要：多模态参与汉语教学是如今国际中文教育的常态，教材是汉语教学中不可或缺的 一部分，对其进行图文模态研究具有必要性。本研究参照多模态理论，对《体验汉语基 础教程（上、下）》1732 张图文组合进行了关系分析及合理性探究。结果显示，图文 状态关系视角下图文平等在教材中占比更高，图文逻辑语义关系分析后发现扩展关系在 教材中占比最高。后对图文关系的合理情况进行进一步分析，发现不合理图文组合集中 在练习和标题环节。后以汉语教学为导向进行讨论，发现图文组合在本教材中主要发挥 共同释义帮助学生理解、构建场景帮助学生交际的作用。基于此针对教材设计提出建议， 以期助力国际中文教育教学实践。
关键词：多模态理论；国际中文教育教材；图文关系
Title: The image-text relationship and its rationality analysis of international Chinese education textbooks under multimodal theory——Taking Experiencing Chinese Basic Course ( upper and lower ) as an example
Abstract: Multimodal participation in Chinese teaching is the norm of international Chinese education today. Textbooks are an indispensable part of Chinese teaching, and it is necessary to study them in graphic mode. Based on the theory of multimodality, this study analyzes the relationship and rationality of 1732 picture-text combinations of Experiencing Chinese Basic Course ( upper and lower ). The results show that graphic equality accounts for a higher proportion in the textbook from the perspective of graphic state relationship. After the analysis of graphic logical semantic relationship, it is found that the expansion relationship accounts for the highest proportion in the textbook. After further analysis of the reasonable situation of the relationship between pictures and texts, it is found that the unreasonable combination of pictures and texts is concentrated in the practice and title links. In addition, it is found that the combination of pictures and texts mainly plays the role of co-interpretation to help students understand and construct scenes to help students communicate. Based on this, this paper puts forward suggestions on the design of teaching materials to help the teaching practice of international Chinese education.
Keywords: Multimodal theory; international Chinese education materials; and graphic relations
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