摘要
在人类认知发展历程中,图文关系历经口传时代、手写时代、印刷时代及读图时代四个时期的嬗变,表现出“同源异质(分离)—异质互文(统一)—互文增值(优化)”的总体关系走向。图文关系投射于教科书,并表征为教科书图文联合表意的关系实质。以图文联合表意为教科书插图价值的逻辑基点,教科书插图应以奉行符合专业规范性、秉持立德树人宗旨、遵循插图阅读的本质追求为价值定位。要从融、绘、审、用、评诸环节助推教科书插图的价值实现,协同构建教科书文本的意义。
In human cognitive development,the relationship between picture and text has undergone four periods:oral age,handwritten age,printing age and picture-reading age,showing the overall trend of homology and heterogeneity(separation),heterogeneity and intertextuality(unification),and intertextuality and added value(improvement).The relationship between picture and text is projected on textbook and is characterized as the expression of picture and text in textbook.Taking the expression of picture and text as the logical basis of textbook illustration value,the illustration takes conforming to professional norms,upholding the principle of fostering virtue through education and the pursuit of illustration reading as value orientation.We should realize the value of textbook illustration and construct the significance of textbook text from the aspects of integration,drawing,examination,application and evaluation.
出处
《课程．教材．教法》
北大核心
2023年第11期35-42,共8页
Curriculum，Teaching Material and Method
基金
四川省教育信息技术研究2022年度课题“人工智能时代高校数字教材的特性及应用研究”(DSJ2022307)。
关键词
图文关系
教科书插图
读图时代
relationship between picture and text
textbook illustration
the era of picture-reading
