全球教育展望

我国中小学教材插图的发展历程可分为左图右史的沿袭阶段、鉴仿日美的转型阶段、理念杂糅的激荡阶段和形制更迭的变革阶段四个重要时期。其演进逻辑体现为：图像功能由显像所指转向图像叙事；文本逻辑由文字附庸转向图文并重；价值理念由功能本位转向学习者本位；形式话语由本土语言转向融合语言。作为具有连续性、学科性、复杂性的去个人风格化的教育性文本，中小学教材插图的美学范式也必然是复杂、复合、交融的。其美学范式体现为由“科学美”与“幽默美”、“浪漫美”与“现实美”、“社会美”与“自然美”、“古典美”与“现代美”八个美学范畴所构成的四个对应关系。

The development process of illustrations in primary and secondary school textbooks in China can be divided into four important periods: the inheritance stage of image on the left and history on the right, the transformation stage of imitating Japan and the United States, the agitation stage of mixed ideas and the transformation stage of shape change. Its evolution logic is reflected in the transformation of image function from imaging to image narration, the transformation of text logic from text dependency to both image and text, the transformation of value concept from function standard to learner standard, and the transformation of formal discourse from local language to integrated language. As an educational text with continuity, disciplinarity, complexity and non-personal characteristics, the aesthetic paradigm of illustrations in primary and secondary school textbooks is bound to be complex, compound, and blended. Its aesthetic representation is embodied in four corresponding relationships composed of eight aesthetic categories: “scientific beauty” and “humorous beauty”, “romantic beauty” and “realistic beauty”, “beauty of society” and “beauty of the nature”, “classical beauty” and “modern beauty”.