Institutional Pedagogy and Semiosis: Investigating the missing link between Peirce's semiotics and effective semiotics     

《Educational Philosophy and Theory》2013,45(10):1145-1160

My aim in this paper is to show the relevance of an ‘effective semiotics’; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the relevance of Peirce's semiotics in such a context. I then propose several definitions for the word ‘institution’, referring to the core concepts of this particular pedagogy, before describing the concept of ‘institution‐sign’, which is considered a useful tool for making effective connections between several aspects of semiotics. I finally assert that an institution constitutes a tool that allows teachers to favour semiosis in educational contexts.  相似文献   

Reading and Writing with Shirley Jackson’s the Lottery     

Hannah Philp 《Changing English: An International Journal of English Teaching》2020,27(3):255-261

ABSTRACT

I examine the ways in which reading in the classroom is a social practice and how that social practice can produce nuanced student texts that reflect a rich understanding of what has been read. In doing so, I also consider how the reading environment allows us to manipulate and embody texts in ways that allow for a more detailed understanding than the individual and solitary reading practices that seem to be prized in our society.  相似文献   

从符号学角度看文学翻译中的创造性叛逆     

刘鹏 《山东教育学院学报》2006,21(5):64-67

在文学翻译中,译文对原作的忠实度一直是个颇有争议的论题,本文从符号学的观点探讨了文学翻译中创造性叛逆的必然性和可行性。  相似文献   

电影《看上去很美》的符号学解析     

李雪雁 《牡丹江教育学院学报》2008,(6)

电影作为一种现代化的大众传播媒介,有其重要的符号意义。本文从符号学角度分析了国产电影《看上去很美》中的象征符号及其象征意义,阐述了符号学在电影创作中的具体运用,并进一步阐释了符号学的研究及运用对于电影产业乃至各人文学科的重要意义。  相似文献   

Do pictures ‘tell’ a thousand words in lectures? How lecturers vocalise photographs in their presentations     

Madeline J. Hallewell  Natasa Lackovic 《高等教育研究与发展》2017,36(6):1166-1180

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers’ speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in presentation slides were referred to explicitly by exploring their features to make a point related to the lecture content, with only 14 of these used to invite student questioning. Most photographs (97 or 67%) represent a case of ‘unprobed representations’, that is, either ‘embedded’ in the talk as ‘illustrations’ of the speech topic or not referred to at all. A taxonomy of uses that lecturers made of the photographs in their slideshows was created through adapting a Peircean semiotic analysis of the photograph–speech interaction. The implications in terms of lecturer and student engagement with the photographic material are discussed, arguing the case for more Critical Semiotic Exploration of photographs in HE practice.  相似文献   

Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations     

Garry Hoban  John Loughran  Wendy Nielsen 《科学教学研究杂志》2011,48(9):985-1009

Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a “Slowmation” (abbreviated from “Slow Animation”), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 985–1009, 2011  相似文献   

裕固族爱情故事《神箭手射雁》的“善-恶”叙事     

钱文霞 《安徽广播电视大学学报》2011,(3):96-98

裕固族民间故事《神箭手射雁》,貌似戏剧性的爱情故事,实则不然。借用格雷马斯的＂语义方阵＂分析法,不难发现：＂惩恶扬善＂是这则故事的核心主题,＂善-恶＂二元对立是其深层结构。这种对立在裕固族民间文学中十分突出,形成了裕固族民间文学＂善-恶＂对立的基本叙事结构。究其原因,既与裕固族长期信仰佛教相关,也与讲述人＂以善为美＂的审美理想紧密相连。为表达自己的审美理想、完成善-恶叙事,叙述者又不断借用巧合、对比等多种具体叙事技法。  相似文献   

音乐人类学中符号学的理据分析     

熊晓辉 《柳州师专学报》2010,25(2):1-4,8

在人类文化进化过程中,音乐被看成了文化符号的体系,在这样的体系中,各种形式被赋予比喻义,形成一种极为复杂的符号意义。音乐文化符号被作为符号学意义上的符号来理解和研究,它除了自身就是一种可被感知的形式外,还可在符号使用者的思想中表达其他的东西。从符号学角度去阐释音乐文化,无疑是音乐学及音乐人类学理论研究方法上的重大突破。  相似文献   

消费社会与马克思主义--波德里亚的符号消费理论     

高亚春 《教学与研究》2006,2(1):80-84

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   

Literacy,competence and meaning‐making: a human sciences approach     

Maria Nikolajeva 《Cambridge Journal of Education》2010,40(2):145-159

This semiotically informed article problematizes the concept of literacy as an aesthetic activity rather than reading skills and offers strategies for assessing young readers’ understanding of fictional texts. Although not based on empirical research, the essay refers to and theorizes from extensive field studies of children’s responses to literature. The concept of the implied reader, derived from reception theories, is employed to explore the skills demanded in order to make meaning from fictional texts. The essay presents a number of interpretative codes, including anticipatory, narrative, hermeneutic, semic, symbolic and referential. The implication of these codes is investigated in their relevance for texts specifically addressed to young readers. The article argues that literary competence is an essential component of a child’s intellectual growth that should be trained and encouraged, and that the acknowledgement of this competence it is of overall importance for educational research as well as for practitioners.  相似文献