多模态教育语篇的意义构建  

Meaning making in multimodal educational text

作　　者：徐立红[1] 黄宁夏[1] 

机构地区：[1]福建漳州师范学院外语系,福建漳州363000

出　　处：《长春大学学报》2010年第9期97-101,共5页Journal of Changchun University

基　　金：福建省教育厅社科项目(JA09168S);漳州师范科研项目(SS07012);福建省社科科研项目(2006B2007)

摘　　要：教育语篇是多模态语篇分析关注重点之一。教育语篇意义的产生源于语言、图像、音像、图表、态势等符号资源。在多模态语境下的课堂教学、学术讲座、教科书、词典百科书等教育语篇中,语言系统和图表、声音、颜色、动作等其他符号系统给予语篇以意义和统一的连贯,在专业知识的传播和获取过程中发挥各自不可取代的作用。分析教育语篇多模态呈现形式、特征及其意义构建能够促进学习者更加全面、准确识读语篇意义,实现教育目的,并为教育语篇的研究提供新视角。Educational text is one of the focuses of multimodal text analysis.The educational text meaning generates from the semiotic resources such as the linguistic,images,audio-visual images,charts and body language.Linguistic system and other semiotic systems,such as pictures,graphs,sounds,colors,postures,etc.,offer coherence with meaning and unification in classroom teaching,academic lectures,textbooks,dictionaries and encyclopedia as well.These semiotic resources play indispensable roles in transmitting and obtaining professional knowledge.It＇s hoped that the analysis of the multimodal presentation and meaning making in educational texts will facilitate a better and more accurate understanding of multimodal educational text for learners as well as offer a fresh look for educational text analysis.

关 键 词：教育语篇 多模态 符号资源 意义构建 

分 类 号：G642[文化科学—高等教育学]