| 1,616 | 10 | 540 |
| 下载次数 | 被引频次 | 阅读次数 |
以图像为主的插图系统作为教科书的重要组成部分，随着图文关系的嬗变发生了两次重大转型：在“一切知识源于感官知觉”塑造的图像认知时代，装饰型与表征型插图作为视觉化的信息渠道，装饰页面、反映文字或服务其他插图；在理性探索形成的文字符号表征时代，表征型与解释型插图成为可运行的心理模型，辅助并服务于文字信息的情境创设、认知链接与概念分析；随着20世纪心理学的发展，解释型与组织型插图构筑的学习者脚手架与文字系统整合并存，服务于学习主体在学习过程中的自我监控、知识整合与逻辑梳理。当前，装饰型、表征型、解释型与组织型插图呈现出多样的图像形态、表现特征及优劣功能，在教科书编审、使用、修订、反馈等多环节，可依据学习目标、学科特征、学习过程选择不同类型的插图，真正发挥出教科书插图“好看”与“好学”的多重育人功能。
Abstract：As an important part of textbooks, the image-based illustration system has undergone two major transformations alongside the evolving relationship between images and text. During the era of image cognition, shaped by the belief that “all knowledge originates from sensory perception”, decorative and representational illustrations served as visual information channels, either embellishing the pages or complementing other illustrations. In the era of textual symbolic representation, driven by rational exploration, representational and interpretive illustrations became operational psychological models, aiding the understanding of text and forming cognitive links and concepts. With the development of psychology in the 20th century, interpretive and organizational illustrations, integrated with the text system, began to serve as scaffolding to help learners self-monitor the integration of knowledge and logical reasoning. At present, decorative, representational, interpretive and organizational illustrations show various characteristics of image morphology and their respective values. In textbook compilation, review, use, revision and feedback, different types of illustrations can be chosen according to the characteristics of learning objectives and disciplines, thereby effectively fulfilling the multiple educational functions of “aesthetically pleasing” and “educationally useful” textbook illustrations.
[1][德] 马丁·海德格尔.世界图像的时代[A].[德]马丁·海德格尔.海德格尔选集(下)[C].孙周兴，译.上海：上海三联书店，1996:899.
[2] Mayer,R.E.Learning and Instruction[M].London:Marrill Prentice Hall,2003:308-313.
[3] Levin,J.R.On Functions of Pictures in Prose[A].Pirozzlo,F.J.& Wittrock,M.C.Neurophysiological and Cognitive Processes in Reading[M].New York,NY:Academic Press,1981:203-228.
[4] Duchastel,P.& Waller,R.Pictorial Illustration in Structional Texts[J].Educational Technology,1979(11):20-25.
[5] Hunter,B.,Crismore,A.,& Pearson,P.D.Visual Displays in Basal Readers and Social Studies Textbooks [A].Willows,D.M.& Houghton,H.A.The Psychology of Illustration(Vol II)[M].New York,NY:Springer,1987:116-135.
[6] 施效人.文字的产生及其发展的一般规律(上)[J].文字改革，1965(1):13-14.
[7][29] 滕大春.外国教育通史(第一卷)[M].山东：山东教育出版社，1989:20,355.
[8] 石中英.知识转型与教育改革[M].北京：教育科学出版社，2001:52.
[9] [15][捷克]夸美纽斯.大教学论[M].傅任敢，译.北京：人民教育出版社，1984:1,228-229.
[10] [古希腊]亚里士多德.形而上学[M].吴寿彭，译.北京：商务印书馆，1959:6.
[11] [英]培根.新工具[M].许宝骙，译.北京：商务印书馆，1984:12.
[12] 北京大学哲学系外国哲学史教研室，编译.西方哲学原著选读(上卷)[M].北京：商务印书馆，1981:447-448.
[13] 曾天山.教材论[M].南昌：江西教育出版社，1997:38-39.
[14] 张念宏.教育百科辞典[Z].北京：中国农业科技出版社，1988:366.
[16] 杨志平.教科书的技术形态演变[J].全球教育展望，2006(4):35-38.
[17] [法]卢梭.爱弥儿(上卷)[M].李平沤，译.北京：商务印书馆，1983:217.
[18] Kintsch,W.Learning from Text,Levels of Comprehension,or:Why Anyone Would Read a Story Anyway[J].Poetics,1980(1-3):87-98.
[19] David,P.News Concreteness and Visual-verbal Association:Do News Pictures Narrow the Recall Gap between Concrete and Abstract News?[J].Human Communication Research,1998(25):180-201.
[20][31] Mayer,R.E.Multimedia Learning(2nd Ed.) [M].New York,NY:Cambridge University Press,2009:1-30,112-118.
[21] 叶丽新.“情境”的理解维度与“情境化试题”的设计框架——以语文学科为例[J].课程·教材·教法，2019(5):107-113.
[22] 张建鹏，李寿欣.文本阅读中的插图效应[J].心理学进展，2012(2):250-255.
[23] Comenius,J.A.Orbis Senfualium Pictus[M].Levoca:Z Breuerovej Tlaciarne V Levoci,1658:5.
[24] Fletcher,R.The Crisis Industrial Civilization:The Early Essays of Auguste Comte[M].London:Heinemann Educational Books,1974:84.
[25] [英]斯宾塞.斯宾塞教育论著选[M].胡毅，王承绪，译.北京：人民教育出版社，1997:45.
[26] 单中惠，杨汉麟.西方教育学名著提要[M].南昌：江西人民出版社，2000:184-185.
[27] Stray,C.Paradigms Regained:Towards a Historical Sociology of the Textbook[J].Journal of Curriculum Studies,1994(1):1-29.
[28] [苏联]康斯坦丁诺夫.世界教育史纲(第二册)[M].北京：人民教育出版社，1954:45.
[30] 崔允漷.课程实施的新取向：基于课程标准的教学[J].教育研究，2009(1):74-79.
[32] 吴小鸥.《格致须知》与中国近代新式教科书[J].教育学报，2011(3):112-119.
[33][49] 石鸥，吴小鸥.简明中国教科书史[M].北京：知识产权出版社，2015:2-3,8-9.
[34] Mayer,R.E.& Gallini,J.K.When Is an Illustration Worth Ten Thousand Words?[J].Journal of Educational Psychology,1990 (82):715-726.
[35] Graham,P.A.Progressive Education:From Arcady to Academe[M].New York,NY:Teachers College Press,1967:112.
[36] Dewey,J.& Boydston,A.The Middle Works of John Dewey,1899-1924[M].Carbondale,IL:Southern Illinois University Press,1976:274.
[37] [美]约翰·杜威.民主主义与教育[M].王承绪，译.北京：人民教育出版社，2004:199.
[38] [比]易克萨维耶·罗日叶.为了整合学业获得——情境的设计和开发[M].汪凌，译.上海：华东师范大学出版社，2010:137.
[39] 周平.教育回归生活化的障碍及路径叩问[J].中国教育学刊，2017(09):76-80.
[40] [丹]克努兹·伊列雷斯.我们如何学习：全视角学习理论[M].孙玫璐，译.北京：教育科学出版社，2010:80.
[41] Leopold,C.& Leutner,D.Science Text Comprehension:Drawing,Main idea Selection,and Summarizing as Learning Strategies[J].Learning and Instruction,2012(1):16-26.
[42][53] Van Meter,P.Drawing Construction as A Strategy For Learning From Text[J].Journal of Educational Psychology,2001(1):129-140.
[43] Cowan,N.The Magical Mystery Four:How Is Working Memory Capacity Limited,and Why?[J].Current Directions in Psychological Science,2010(1):51-57.
[44] [美]威廉·克伯屈.教学方法原理——教育漫谈[M].王建新，译.北京：人民教育出版社，1991:15.
[45] Bobbitt,F.The Curriculum[M].Boston,MA:Houghton Mifflin,1918:42.
[46] 王丹艺.知识转型下的教科书嬗变[J].全球教育展望，2021(8):76-92.
[47] Chambliss,M.J.& Calfee,R.C.Textbook for Learning:Nurturing Children's Mind[M].Oxford:Blackwell Publishers Ltd,1998:13.
[48] Hummel,C.School Textbooks and Lifelong Education:An Analysis of Schoolbooks from Three Countries[M].Hamburg:UNESCO Institute for Education,1988:24.
[50] 范详善.新学制尝试教科书(初等小学第2册)[M].上海：商务印书馆，1923:2.
[51] 沈晓敏.世界各国教科书制度对我国的启示[J].全球教育展望，2001(9):66-71.
[52] 张恩德.美国近二十年高中物理教材结构的变化特点及启示[J].课程·教材·教法，2010(4):101-106.
[54][美] Chappuis,J.学习评价7策略——支持学习的可行之道(第2版)[M].刘晓陵，译.上海：华东师范大学出版社，2019:8-11.
[55] Sweller,J.,Ayres,P.,& Kalyuga,S.Cognitive Load Theory [M].New York,NY:Springer Science & Business Media,2011:141-154.
[56] 德国综合理科(初中版)1 [M].上海：上海教育出版社，2000:56-59.
基本信息:
中图分类号:J218.5;G423.3
引用信息:
[1]王丹艺,袁文,黄祥勇.图文关系嬗变下教科书插图的类型特征与价值定位[J].全球教育展望,2024,53(10):135-148.
基金信息:
人民教育出版社“十四五”规划2023年度重点课题“核心素养视域下的中小学教师教材使用机制研究(项目编号：2023GHB04)”的阶段性成果
2024-10-10
2024-10-10