图像文化时代关于教育重构的思考  

Reflections on the Reconstruction of Education in the Age of Image Culture

作　　者：潘亚茹[1] PAN Yaru(Department of Art and Media,Fujian Forestry Vocational&Technical College,Nanping,Fujian 353000)

机构地区：[1]福建林业职业技术学院艺术传媒系,福建南平353000

出　　处：《武夷学院学报》2023年第5期92-99,共8页Journal of Wuyi University

基　　金：福建省教育科学“十三五”规划2019年度重点课题(FJJKCGZ19A-326)。

摘　　要：文字和图像是人类认知世界的不同方式,相对于人类的认知,它们有着融合性,也有着分裂点。立足于人的全面发展和未成年人的教育发展目标,图像文化会对青少年的成长带来超载的信息量、认知系统结构被破坏、深刻性的缺失、低层次的娱乐快感追求、内在驱动力丧失等问题,在教育活动中要通过以新知识观和建构主义理论为指导、以碎片化学习重构系统性为导向、以审美教育为主要载体、以综合运用为目标等方式加以改进。Texts and images are different ways for people to recognize the world.Relative to human recognition,they have integration and divergence.From the perspectives of comprehensive development of humans and educational developmental goals of juveniles,the image culture will cause problems,such as overloaded information content to the growth of teenagers,the broken recognition system structure,shortage of profundity,low-level entertainment enjoyment pursuit,and the loss of the internal driving force.Hence,it should be improved by regarding the new knowledge view and constructivism as the guidance,the fragmented learning reconstruction system as the orientation,the aesthetic education as the main carrier,and comprehensive application as the goal in educational activities.

关 键 词：文字 图像 融合 分歧 教育 

分 类 号：G421[文化科学—课程与教学论]