教育科学 ›› 2022, Vol. 38 ›› Issue (4): 59-66.

• 课程与教学研究 • 上一篇    下一篇

跨媒介阅读实现审美体验的关系困境及路径探析*

薛猛1, 高丰2   

  1. 1.辽宁师范大学 文学院,辽宁 大连 116029
    2.辽宁师范大学 外国语学院,辽宁大连 116029
  • 收稿日期:2022-01-01 出版日期:2022-07-20 发布日期:2022-09-13
  • 作者简介:薛猛(1971- ),男,辽宁大连人,辽宁师范大学文学院副教授,主要从事教育学原理、审美教育研究;|高丰(1979- ),女,辽宁盘锦人,辽宁师范大学外国语学院讲师,主要从事语言教学、教师教育、课程与教学研究。
  • 基金资助:
    *中国高等教育学会2020年专项课题“语文学科培养中学生审美情趣的实践研究”(2020YWYB06)

Analysis of the Relationship Dilemma and the Path of Cross-Media Reading to Realize Aesthetic Experience

Xue Meng1, Gao Feng2   

  1. 1. School of Chinese Language and Literature,Liaoning Normal University,Dalian Liaoning 116029,China
    2. School of Foreign Languages,Liaoning Normal University,Dalian Liaoning 116029,China
  • Received:2022-01-01 Online:2022-07-20 Published:2022-09-13

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摘要：

作为基础教育领域中一种新的学习方式,跨媒介阅读具有复杂性、真实性和融合性的特点。复杂性,即赋予语言“多元化”的表现形式;真实性,即超越课堂的真实生活场景;融合性,即不同媒介之间形成交互的共生关系。跨媒介阅读在实现审美体验的过程中存在着三重关系困境:一是跨媒介信息的复杂性与审美体验的发展性需求之间存在矛盾;二是跨媒介阅读的真实性给审美体验的精神超越带来挑战;三是跨媒介信息的融合性与个体审美体验的自主性之间存在矛盾。基于此,需要建构学习者共同体以应对跨媒介“复杂性”信息给审美体验带来的挑战;营造跨媒介阅读“真实”情境,激活学习者的审美体验动机和期待;凝聚多种教育合力,消除跨媒介阅读中“融合性”信息对学习者自主审美体验的迟滞。

关键词: 跨媒介阅读, 审美体验, 关系困境, 路径

Abstract:

As a new learning method in the field of basic education, cross-media reading has the characteristics of complexity, authenticity and integration. Complexity—the manifestations that give language “diversity”; authenticity—real-life scenarios that go beyond the classroom; combination—the interactive relationship between different media. There are three relational dilemmas in the process of realizing aesthetic experience in cross-media reading: first, there is a contradiction between the “complexity” of cross-media information and the developmental needs of aesthetic experience; second, the “authenticity” of cross-media reading brings challenges to the “spiritual transcendence” of aesthetic experience; third, there is a contradiction between the “integration” of cross-media information and the autonomy of individual aesthetic experience. Based on this, it is necessary to construct a learner community to cope with the challenges brought by cross-media “complexity” information to aesthetic experience; to create a “real” situation of cross-media reading and activate learners' motivation and expectations for aesthetic experience; to consolidate the synergy of various educational methods to solve the delay of “integration” information in cross-media reading to learners' autonomous aesthetic experience.

Key words: cross-media reading, aesthetic experience, relationship dilemma, path

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