图像符号与意义建构:一项城乡儿童读图的民族志研究

发布时间：2018-05-23 06:53

本文选题：图像符号 + 意义建构　；参考：《西北民族研究》2017年02期

【摘要】：图像是儿童最早接触、最熟悉的符号系统。读图时代的图像符号更强有力地建构了儿童的意义系统,全球化时代共享的图像符号却可能造成意义的分化。为了揭示儿童的图像世界及其意义建构,通过挑选、整合英语教材插图和儿童绘本,形成家庭空间、礼物和亲情三个图画主题,对城市儿童、流动儿童、村小儿童三类群体进行了儿童读图的参与式观察。研究发现:图像在生活方式、感情表达和父亲角色三个方面不同程度地塑造了偏物质—消费、西方—城市的价值取向;儿童与全球化图像符号的距离与行政距离相似,城市儿童的认同度最高,流动儿童的压迫感最强,乡村儿童的解释保有能动性。
[Abstract]:Images are children's earliest contact, the most familiar symbol system. The image symbols in the time of reading pictures construct the meaning system of children more forcefully, but the shared image symbols in the era of globalization may cause the differentiation of meaning. In order to reveal the image world of children and its meaning construction, through selecting and integrating illustrations of English textbooks and picture books of children, three picture themes of family space, gifts and kinship are formed, for urban children, floating children. Three groups of children were observed in the form of children's reading pictures. The study found that the image in three aspects of lifestyle, emotional expression and father's role in different degrees shaped the material consumption, the value orientation of Western-city, the distance between children and the global image symbol and the administrative distance. Urban children have the highest degree of identity, migrant children have the strongest sense of compulsion, and rural children have the power to explain.
【作者单位】：北京师范大学教育学部;北京师范大学教育学部基本理论研究院;北京市海淀区东升实验小学;
【基金】：北京师范大学教育学部教育基本理论研究支持项目“读图时代的教育学革命”的成果,项目主持人为郑新蓉。另,该研究是在教育部、联合国儿童基金会移动教育资源项目的项目实践中持续进行的探索
【分类号】：B844.1

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