摘要
教科书插图并非仅是文字书写完成后的"点缀物",其本身就和语言文字一样是一种文本,即都兰德所言的"视觉等价物",它是运用图像"语法"进行书写的表义载体;它根据意义指称、图像形态、使用功能及学科形态的维度具有不同的外延或种类;它承担着表义、提供直观表象、引发心像、文化说服、营造"语境"及激发情感等功能,其对教育教学的重要性自不待言.在未来的插图教学中,以教师为主的诠图者要习得图像解释的教学理解能力,即要补充图像学知识、从教育学理论层面提升插图意识、厘清教科书插图的结构与关系、促发图像与语言文字的互释性.在今后的编写实践中,要在地位上彰显插图的定制性而非配制性,深挖其学科表征逻辑,促进编读视域融合并体现地域特色.
Abstract
Textbook illustrations are not merely decorative elements added after textual content is completed.Instead,they constitute a form of text in their own right,as"visual equivalents"referred by Durand.As semantic carriers written using the"grammar"of imagery,textbook illustrations vary in scope and type depending on dimensions such as meaning reference,image form,function,and disciplinary context.They fulfil functions,including conveying meaning,providing intuitive representations,evoking mental imagery,serving cultural persuasion,creating contextual environments,and stimulating emotions.Their educational significance is self-evident.In future practices of illustration teaching,teachers as primary interpreters must develop the pedagogical competence for interpreting images.This involves acquiring knowledge of image studies,enhancing awareness of illustrations through educational theories,clarifying the structure and relationships within textbook illustrations,and fostering reciprocal interpretation between images and textual content.In the process of text compilation,it is necessary to elevate the status of illustrations from mere configuration to tailored design,deeply explore their disciplinary representation logic,promote the integration of editorial and readership perspectives,and reflect regional characteristics.
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