多模态隐喻视角下“理解当代中国”系列教材《高级中文读写教程》研究

A Research on Understanding Contemporary China·Advanced Chinese Reading and Writing from the Perspective of Multimodal Metaphor Theory

本文立足多模态隐喻视角,聚焦“理解当代中国”系列教材的《高级中文读写教程》,从语境情境、主题内容、表征形式和应用实践四个层面构建多模态隐喻分析框架,深入研究教材的文字、图像、图表符号及空间关系等模态的隐喻意义,阐释其承载的信息传递、对话沟通、深化认知等功能,在多模态教学理念的指导下提出该教材的使用建议。研究发现:多模态隐喻意义的建构和识读有助于充分挖掘国际中文教材所蕴含的多要素融合的编写理念、多种模态搭配的叙事方式以及“中文·国情”融合的编写路径,实现教材语篇意义、表达与结构的三维统一。

Based on the perspective of Multimodal Metaphor Theory,this paper focuses on the Advanced Chinese Reading and Writing of the“Understanding Contemporary China”series.It constructs a multimodal metaphor analysis framework from four levels:context,theme,representation,and application.The research uses the framework to explain the metaphorical meanings of the textbooks’textual,pictorial,graphical symbols,and spatial layout.It also interprets the functions of information transmission,communication,and cognition-deepening carried by the textbook,and puts forward suggestions for the use of the textbook based on the Multimodal teaching philosophy.The study shows that the construction and interpretation of multimodal metaphorical meanings can help to fully explore some deep-level content behind international Chinese language textbooks,such as the writing concept of“integration”of multiple elements,the narrative style with multiple modal combinations,and the design path of integrating“language and national conditions”,which achieve the three-dimensional unity of the textbook’s meaning,expression and structure.