学校文学教育中的跨媒体策略:解构媚俗与读者创造力的符号学

IF 0.2 4区 社会学 0 HUMANITIES, MULTIDISCIPLINARY
A. Arkhangelsky, A. Novikova
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引用次数: 0

摘要

摘要:我们认为,用拟像和俗气的解释来替代活生生的经典文本,是学校文学教育中最重要的问题之一。传统的教学方法和教科书复制了一套教学上的陈词滥调。这导致了阅读技能的丧失。因此,学生获得的是一套关于经典文本的简单叙述,而不是关于它们的知识。我们研究的目的是推动经典的发展。我们认为,如果教师与文本合作,从解构叙事和围绕它的陈词滥调开始,应用人文学科典型的分析方法,特别是符号学分析、形式分析和叙事分析,这种发展是可能的。支配和隐喻可能成为跨媒体扩展的起点,这对学生后续的独立创作工作至关重要。我们提出了一种处理文学文本的方法,这种方法可以在熟悉经典的过程中激发读者的个人创造力。我们以托尔斯泰小说《战争与和平》的著名电影改编和戏剧表演为例,以及7-11年级学员的多媒体项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transmedia strategies in school literary education: deconstructing kitsch and the semiotics of readerly creativity
Abstract We consider the substitution of living classical texts with their simulacra, kitschy interpretations, to be one of the most important issues in literary education in schools. Traditional teaching methods and textbooks reproduce a set of pedagogical clichés. This leads to a loss of the skill of reading. As a result, the student gains a set of simple narratives about canonical texts, not the knowledge of them. The goal of our study is to give impetus to developing the classics. We think that this development is possible if teachers work with the text, starting with deconstruction of the narrative and clichés surrounding it, applying methods of analysis that are typical for the humanities, in particular semiotic analysis, formal analysis, and narrative analysis. Dominants and metaphors may become a starting point for transmedia extensions, which is extremely important for students’ subsequent independent creative work. We propose an approach to working with literary texts in a manner which stimulates the reader’s personal creativity in the process of becoming acquainted with classics. We have used the example of famous film adaptations and theatrical stagings of the novel War and Peace by Leo Tolstoy, as well as multimedia projects by trainees from grades 7–11.
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来源期刊
Chinese Semiotic Studies
Chinese Semiotic Studies HUMANITIES, MULTIDISCIPLINARY-
CiteScore
0.60
自引率
0.00%
发文量
36
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