“语言-图像”视角下偏远民族地区基础教育的困境与突破

The Dilemmas and the Way-out for the Compulsory Education in Remote Ethnic Regions from the “Language-Image” Perspective

本研究以“语言—图像”为视角,分析指出偏远民族地区基础教育的主要困境在于:学校教育内容存在语言符号与经验形象的断裂,对学生理解形成挑战;学生的思维方式存在对“在场性”的过度偏好,与学校教育存在历史性和当代性的矛盾;教学方式存在唯符号的“空壳化”问题,难以帮助学生弥补语言符号与经验形象的联结。图像化的社会变革改变了教育可资利用的条件,图像转向的理论视角拓展了语言的边界,可以为破解偏远民族地区基础教育的语言与文化难题提供新的路径与方法:充分挖掘图像的经验价值、思维价值与情感价值,给学习者提供替代性的图像经验、搭建图像性的思维中介、鼓励互动性的经验联结。偏远民族地区基础教育改革应该抓住人类知识经验表征系统多元化与外接延展带来的机遇与挑战。

From the “language-image” perspective, the article makes analysis on the main dilemmas of the compulsory education in remote ethnic regions. There is the disruption of language symbols and experience image in school education content, which poses challenges to students’ understanding. There is an excessive preference for “being at presence” in the students’ way of thinking, which has a historical and contemporary contradiction with the school education. The teaching method has the problem of being an “empty shell” focusing on symbol only, which is difficult to help students to make up for the connection between language symbols and experience image. The social transformation of image has changed the conditions that education is available, and the theoretical perspective of image transformation has expanded the boundary of language, providing new ways and methods for solving the language and cultural problems of basic education in remote ethnic areas. It is suggested to fully excavate the experience value, thinking value and emotional value of images, so as to provide learners with alternative image experience, build image thinking intermediary, and encourage interactive experience connection.