多模态视角下儿童绘本生态意义的社会符号建构

A Multimodal Approach to the Social Semiotic Construction of Ecological Meanings in Children’s Picture Book

绘本作为儿童教育的主要语篇体裁,在家庭和学校教育中占据至关重要的地位。目前,少有研究关注儿童绘本所蕴含的生态价值取向,而这对儿童环保意识和生态素养的培养不容忽视。鉴于此,文章基于社会符号学理论,对儿童绘本《你好!大自然》进行多模态生态话语分析,并探讨图文互补生态叙事策略,旨在为儿童绘本的生态评估提供思路,并为其编写提供策略。研究发现该儿童绘本中文字与图像协同建构语篇生态意义和观念,整体呈现有益性生态表征。儿童绘本的生态叙事策略包括个性化参与者角色、叙事视角同时空视点交叉转换和强化静态视觉信息呈现等。

Picture books,as the main genre of children’s education,play an important role in family and school education.So far,few studies have focused on the ecological value orientations in children’s picture books,but the cultivation of children’s eco-awareness and eco-literacy through picture books cannot be ignored.Therefore,based on the theory of social semiotics,this study aims to carry out an ecological discourse analysis of children’s picture book Hello!Nature by looking into the complementarity between texts and images so as to provide a the-oretical insight into the ecological evaluation of children’s picture books and to provide writing strategies.It is found that texts and images in this picture book jointly contribute to the ecological meanings and beliefs of the discourse,demonstrating beneficial ecological orientations as a whole.Discursive strategies,including personal-ization of participants,shift of narrative and space-time perspective,or increasing the visual presentation of static information,are used to construct ecological meanings in the book.