本文選題：圖像符號 + 意義建構　； 參考：《西北民族研究》2017年02期

【摘要】：圖像是兒童最早接觸、最熟悉的符號系統(tǒng)。讀圖時代的圖像符號更強有力地建構了兒童的意義系統(tǒng),全球化時代共享的圖像符號卻可能造成意義的分化。為了揭示兒童的圖像世界及其意義建構,通過挑選、整合英語教材插圖和兒童繪本,形成家庭空間、禮物和親情三個圖畫主題,對城市兒童、流動兒童、村小兒童三類群體進行了兒童讀圖的參與式觀察。研究發(fā)現(xiàn):圖像在生活方式、感情表達和父親角色三個方面不同程度地塑造了偏物質—消費、西方—城市的價值取向;兒童與全球化圖像符號的距離與行政距離相似,城市兒童的認同度最高,流動兒童的壓迫感最強,鄉(xiāng)村兒童的解釋保有能動性。
[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.
【作者單位】： 北京師范大學教育學部;北京師范大學教育學部基本理論研究院;北京市海淀區(qū)東升實驗小學;
【基金】：北京師范大學教育學部教育基本理論研究支持項目“讀圖時代的教育學革命”的成果,項目主持人為鄭新蓉。另,該研究是在教育部、聯(lián)合國兒童基金會移動教育資源項目的項目實踐中持續(xù)進行的探索
【分類號】：B844.1

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1 黃越;再現(xiàn)圖像符號的結構、心理和社會屬性研究[D];華東師范大學;2012年

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