摘要
本文主要通过对教育图像研究的兴起及发展的考察,梳理作为方法的图像研究在理论和方法上的演变与推进,以及把图像作为方法,阐明图像所具有的学科立场和理论范式。从莫雷利、瓦尔堡、潘诺夫斯基的图像学理论,再到皮尔士的符号理论和霍尔的文化研究,从对细节的关注到对内在意义的发掘,再到强调意指活动即意指关系与意指过程,延展了图像诠释,展现了图像理解过程中不断发展演进的解释方法和理论范式。在此基础上,结合中国古典传世教育图像的研究,提出了教育图像阐释的三种方式。
This paper mainly investigates the rise and development of educational image research,combs the evolution and advancement of image research as a method in theory and method,and takes image as a method to clarify the subject position and theoretical paradigm of image.From Morelli,Warburg,Panofsky’s theory of iconography,to Peirce’s theory of symbols and Hall’s cultural studies,from the attention to detail to the exploration of intrinsic meaning,to the emphasis on ideographic activities as ideographic relations and ideographic processes,the interpretation of images has been extended,and the evolution of interpretation methods and theoretical paradigms in the process of image understanding has been demonstrated.Based on the research of Chinese classical education image,this paper puts forward three ways of education image interpretation.
作者
丁钢
Ding Gang(Institute for Advanced Studies in Education,East China Normal University)
关键词
教育图像
理论范式
阐释方式
educational images
theoretical paradigm
interpretation methods
