共查询到20条相似文献，搜索用时 31 毫秒
1.
Giorgio T. Bagni 《Educational Studies in Mathematics》2006,62(3):259-280
The main focus of this paper is on the study of students' conceptual understanding of two major concepts of Set Theory – the concepts of inclusion and belonging. To do so, we analyze two experimental classroom episodes. Our analysis rests on the theoretical idea that, from an ontogenetic viewpoint, the cognitive activity of representation of mathematical objects draws its meaning from different semiotic systems framed by their own cultural context. Our results suggest that the successful accomplishment of knowledge attainment seems to be linked to the students' ability to suitably distinguish and coordinate the meanings and symbols of the various semiotic systems (e.g. verbal, diagrammatic and symbolic) that encompass their mathematical experience. 相似文献
2.
Raymond Duval 《Educational Studies in Mathematics》2006,61(1-2):103-131
To understand the difficulties that many students have with comprehension of mathematics, we must determine the cognitive functioning underlying the diversity of mathematical processes. What are the cognitive systems that are required to give access to mathematical objects? Are these systems common to all processes of knowledge or, on the contrary, some of them are specific to mathematical activity? Starting from the paramount importance of semiotic representation for any mathematical activity, we put forward a classification of the various registers of semiotic representations that are mobilized in mathematical processes. Thus, we can reveal two types of transformation of semiotic representations: treatment and conversion. These two types correspond to quite different cognitive processes. They are two separate sources of incomprehension in the learning of mathematics. If treatment is the more important from a mathematical point of view, conversion is basically the deciding factor for learning. Supporting empirical data, at any level of curriculum and for any area of mathematics, can be widely and methodologically gathered: some empirical evidence is presented in this paper. 相似文献
3.
4.
陀思妥耶夫斯基的《卡拉马佐夫兄弟》是一部充满了多声部对话的复调小说,但通过＂符号矩阵＂对其中人物的信仰及各自命运走向进行分析后发现,在表面独立的复调背后又隐藏着作者的统一意识和宗教关怀。文章采用格雷马斯的＂符号矩阵＂理论来分析这篇宗教小说,借以呈现该小说的另一种面貌。 相似文献
5.
马克思认为,精神消费活动本身成为统治阶级进行阶级统治的一种工具,成为统治阶级贯彻其意识形态的手段.波德里亚的"符号消费"理论是要揭示现代社会的经济结构、社会分层和社会心态,阐释出其中的社会学意义.因此,符号消费既具有促使社会结构化的功能,也具有强化社会阶层的作用,当然还具有促成社会阶层流动与整合的效用.但无论是精神消费还是符号消费都受制于物质生产.因此我们认为,马克思关于"精神消费"的观点与波德里亚的"符号消费"的论述是密切相关的. 相似文献
6.
人类的所有文化形式都是符号形式。人通过创造符号创造世界,建构意义体系。杨时作为文化符号,是由于理学而建构起来的,具有多重内涵,既是文化符号,更是资本符号。将乐与明溪两县关于杨时出生地的争论,其实质是关于文化资源的争论。当杨时作为文化符号在现代社会中成为地方经济建设的一种竞争性文化资源时,其符号意义就更加突显出来。 相似文献
7.
韩凤鸣 《海南师范大学学报(社会科学版)》2002,15(6):67-72
《易》符号是《易》学的核心内容,《易》的符号系统包括“象”系统和文学系统。在解读《易》学符号系统时,不但要认识到《易》符号的文本内容,还要深察了解读者的心性内容。全面地阐述《易》符号系统,须从其符号学的方方面面入手,理解《易》符号学须从其符号史的缘起和其科学的建构开始。《易》学的前途和关键都在于对《易》符号学的研究。 相似文献
8.
顾嘉祖 《南京师范大学文学院学报》2002,(3):171-172
最近在南京师范大学举行的第五届全国语言与符号学会议是一次学科盛会。提交大会的论涉及化符号学或符号学研究中的难点问题。我国的符号学研究从总体上说正在接近但尚未进入世界符号学王国的行列。 相似文献
9.
索绪尔认为语言符号的能指和所指的关系是任意的,但同时语言在某种情况下又具有相对可论证性。本文将以语言任意性原则作为基准,通过对索绪尔提出的语言不变性和可变性理论的阐述进一步说明语言的相对可论证性这一原则,同时在相对可论证性的视角下来分析英语食物名称符号的形成过程,从而探析其背后隐含的符号意义。 相似文献
10.
应用格雷马斯的符号学矩阵来分析《伊芙琳》,通过两个符号学矩阵,对小说的主要矛盾冲突以及最终结局进行深层分析。在分析的过程中,促使伊芙琳最终决定留在家里的四个原因浮出水面,即,对未知生活的恐惧,对男人的不信任,当前生活对温饱的基本保障,以及对家庭的责任感。 相似文献
11.
Research on implementing reading strategy instruction has primarily focused on teachers' verbal communication with limited attention to other semiotic resources such as gesture and artefacts. In this paper, we construct a ‘telling case’ on the basis of how one primary teacher from the United States used speech, gesture and artefacts as a means of communication while instructing her students in reasons to predict when reading. Data sources for this case study consisted of field notes, artefacts and digital video. We analysed the teacher's use of gesture, speech and artefacts from a social semiotic multimodal perspective. Findings indicate that the teacher created meaning by interweaving multiple modes in the communicative contexts of strategy instruction using speech, deictic gestures, metaphoric gestures and artefacts. These findings are important to reading strategy instruction because much of the research and discussion of practice to date has centred on the instruction of reading strategies using teacher and student speech and not attending to the use of semiotic resources beyond speech. 相似文献
12.
Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers’ speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers’ use of different semiotic resources when introducing second-grade readers to specific reading strategies. We analysed two teachers’ use of speech, gesture and artefacts in their introductory explanation of the declarative, procedural and conditional knowledge necessary to be strategic readers. The importance of this article lies in reconciling the narrow focus on what teachers say during explicit strategy instruction with the repertoire of semiotic resources that the teachers actually use to enact multimodal communication during their explanation of the strategy. 相似文献
13.
14.
ABSTRACTMultimodality has been a growing research interest in the field of applied linguistics. With the actor-network theory as an analytic framework, the purpose of the present study was to explore how university students of Teaching English as a Foreign Language (TEFL) take advantage of both material and non-material semiotic resources while being involved in the process of developing classroom activities. Furthermore, the semiotic resources of these students including their language, gaze, and gesture were analyzed using systemic functional multimodal discourse analysis (SF-MDA). To do this, using an ethnomethodology, we videotaped the interaction of a group of 6 TEFL students developing materials, for the improvement of learners’ intercultural competence, on the topic of food. The findings indicated that the participants developed these materials as they interacted with each other, as human semiotic resources, as well as their digital tools, as non-human resources. In addition, while mainly expressing their mental processes, they also conveyed positive attitudes and built negotiation expanding space using their gesture with both fast and slow graduation. Their gaze was also engaged, directed at both the group members and objects developing the classroom activities. 相似文献
15.
Yusuke Shinno 《International Journal of Science and Mathematics Education》2018,16(2):295-314
This paper reports on combining semiotic and discursive approaches to reification in classroom interactions. It focuses on the discursive characteristics and semiotic processes involved in the teaching and learning of square roots in a ninth grade classroom in Japan. The purpose of this study is to characterize the development of mathematical discourses in a series of mathematics lessons in terms of the commognitive framework and the model of semiotic chaining. To achieve this objective, the notion of reification is revisited from cognitive, semiotic, and discursive points of view, and classroom activities are observed and analysed in terms of the combined theoretical framework. The results suggest that the model of semiotic chaining is not incommensurable with a strong discursive approach and the changes of meta-discursive rules—an essential aspect of the reification of new signifiers—that take place in the phases of the learning of addition on square roots. 相似文献
16.
Mariana Montiel Miguel R. Wilhelmi Draga Vidakovic Iwan Elstak 《Educational Studies in Mathematics》2009,72(2):139-160
The main objective of this paper is to apply the onto-semiotic approach to analyze the mathematical concept of different coordinate
systems, as well as some situations and university students’ actions related to these coordinate systems. The identification
of objects that emerge from the mathematical activity and a first intent to describe an epistemic network that relates to
this activity were carried out. Multivariate calculus students’ responses to questions involving single and multivariate functions
in polar, cylindrical, and spherical coordinates were used to classify semiotic functions that relate the different mathematical
objects. 相似文献
17.
蔡婷婷 《集美大学学报(教育科学版》2014,(2):109-112
在全球信息一体化和符号资源表达多模态化的时代,商务英语教育应重视对学生多元识读能力的培养。通过深入理解多元识读能力的概念,并将多元识读教学法中的四个要素——情景操练、明确指导、批判性构架和转变式操练运用到多模态商务英语课堂中,可以创设出基于多元识读教学法的商务英语课程教学模式。该模式不仅能为学生营造一个更加真实化、立体化和多元化的商务环境,而且对学生多元识读能力的提高和学习积极性的提升起到了至关重要的作用。 相似文献
18.
George Santi 《Educational Studies in Mathematics》2011,77(2-3):285-311
The objective of this paper is to study students?? difficulties when they have to ascribe the same meaning to different representations of the same mathematical object. We address two theoretical tools that are at the core of Radford??s cultural semiotic and Godino??s onto-semiotic approaches: objectification and the semiotic function. The analysis of a teaching experiment involving high school students working on the tangent, shows how students?? difficulties in ascribing sense to different representations of a common mathematical object can be traced back to the kind of objectification processes and semiotic functions they are able to establish. 相似文献
19.
Philippe R. Richard 《Educational Studies in Mathematics》2004,57(2):229-263
This article aims at legitimating the use of the graphic registers in the written expression of mathematical reasoning. More
than the defence of this legitimacy, the article shows also the risks of its use: the problems of communication which it causes
as well as the difficulties, for the teachers, to evaluate the reasoning of the pupils when they integrate these registers
into their solutions, and for the pupils, to understand the mathematical texts which use these registers in their discursive
expansions differently than optional illustration. With the concept of graphic expansion and figural inference, the article
claims to supplement the inferences in Raymond Duval's discursive plans whilst respecting the reasoning functional definition.
Having considered the cognitive and semiotic aspects in the definition of figure, the article shows the use of drawings in
the reasoning structure of a pupil at secondary level. Figural inference born from this study is examined then defined in
terms of function, structure and quality.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
20.
卢德平 《南京师范大学文学院学报》2002,(3):153-157
符号的分类问题是皮尔士符号学说的一个非常重要的组成部分。皮尔士一生有很大一部分时间消耗在对符号的繁琐分类上。虽然皮尔士对符号所作的各种细微的分类未必都能在实际生活里找到相应的符号现象与之对应，但是透过这些繁琐的分类，我们可以更清楚地看到，符号现象涉及到各种复杂的因素，即使对于同一符号现象，也可以从不同角度加以探讨，从不同方面去透视符号的本质特点。 相似文献