绘本书的传播功能研究
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摘要
论文以绘本书作为研究的载体,通过对绘本书的传播功能的研究,关注了在当代多媒介环境中图书对儿童的价值。媒介与儿童发展的关系问题是传播学研究中一个重要的环节,随着媒介技术的不断发展和进步,新的媒体不断挑战和改变着旧的媒体,对于图书而言,在过去100年间,图书经历了从独一无二的媒体主宰到如今以辅助媒体形式而存在,陆续受到来自报纸、广播、电视、电脑、互联网和手机等新媒体所带来的传播手段和方式的冲击。多媒介环境中不同媒体所使用的信息传递方式和获取成本有很大的不同,对信息的选择加工和传播角度及侧重点各有差异。面对众多的差异和多种的选择,以图书为主的传统媒体由于信息接受效益上的弱势和付费购买的阅读成本,已越来越多地被新媒介时代的儿童所忽略。而这种改变,带来了我们对图书与儿童有效接触的意义的关注。
儿童图书的类型繁多,论文选择了绘本书作为研究的载体,主要考虑到:从叙述结构上来说:绘本书兼具文字和图片两种叙述形式而带来对儿童阅读研究的便利性,使我们更易于在同一个叙事环境中来考查儿童对文字与图片阅读不同的发展轨迹和相互影响;从内容上说绘本书的内容具有很强的传统性,在儿童阅读前就从别的媒介渠道:如听父母讲故事或看电视、听广播等,听过或看过大致的内容,为在新媒介环境下儿童的信息接受差异的探讨提供了操作上的可行性;从绘本书的行业发展而言,我国与西方出版发达的国家的绘本书市场差异非常巨大,对中外不同的市场理论和操作的探讨可以对我国儿童图书出版的发展提供一些思考。
作为儿童出版物中的一种类型,绘本书是1:“依靠文字语言(verbal)和视觉图片(visual)的相互关系来共同起到故事情节的叙述作用的图书类型,绘本书中的图片(picture)作为书的内容在每一页中都出现,并对故事叙述的完整性起到不可缺少的工具性作用。”所以:绘本书的构成要素为文字和图片,并以图片为主要的工具性元素;绘本书的情节和意义表述建立在文字语言与视觉图片的相互关系上,并以图片的叙述性为主。虽然绘本书的读者对象并不局限于儿童,但从论文的研究范围而言,主要以儿童绘本书为研究的载体。为了对所研究的绘本书有一个更为明确的界定,论文区分了与儿童绘本图书有类似之处的其他儿童出版物,如:插画书、连环画书、漫画书和动画书。从叙述的主体、图片与文字间的关系、图片间的关系和图片的独立性四个层面探讨了这些不同出版物间的关系,并在这个基础上,对绘本书的本质给出了界定,即绘本书以图片的逻辑性作为意义生成的主要手段,而文字主要作为辅助性的工具来引导对图片意义的解读。绘本书中图片具有逻辑关系被认为是绘本书区别于其他各类带有图片的插图书的重要标志。在此基础上绘本书所具有的特点是:多渠道的叙事结构,开放的空间性和内联的解读性,这些特质赋予了绘本书在阅读中的极大的延伸性和使用功能上“非图书性”。
在探讨媒介与儿童发展的大框架下,论文对绘本书传播功能的研究主要建立在三个层面:从多媒介的竞争环境与儿童的媒介接触的层面;从儿童阅读与认知发展和社会经验的获得层面;从儿童出版业产业化与专业化发展的层面。这三个层面从媒介环境、儿童发展、出版市场三个不同角度互相支撑,为绘本书的传播功能分析提供了依据。
从多媒介的竞争环境与儿童的媒介接触的角度,论文从媒介生态的角度关注了在多媒介环境中媒介接触的差异性。绘本图书的发展有着很长的历史,但随着人类文化发展中表意符号的运用的变化和现代媒介技术的更替,多媒介环境带来了不同媒介的表意方式的差异。图书已从单一的载体转变为兼具媒介的属性,这些变化影响到图书本身的出版策略,结构方式和内容构成。对儿童读者而言,在面对绘本书的同时,他们还面对着广播、电视和网络等众多其他媒体,媒介的差异性会对儿童的发展产生不同的影响:不同的文本符号、互动性和信息获取效益。论文提出了媒介接触的差异性的概念,即与不同媒体的接触对儿童的社会化过程和认知发展都会带来有差异的影响。不同的传播学者对它所带给儿童的影响有不同的认识。但无论媒介的接触差异性对儿童带来的影响有多大,有一点是共同的,即媒介是儿童发展的重要参照渠道。在儿童的成长中需要不断完成对社会意义的解读,其解读能力成为了儿童成长的重要标志,在这个过程中,图书对社会意义的传递所具有的独特作用就显得十分重要,而如何才能帮助儿童通过阅读来从图书中获得社会意义的理解,是图书在媒介环境的竞争中所必须面对的。
从儿童的阅读教育与认知发展的层面而言,论文首先关注了绘本书对儿童的“哺育”所具有的媒介教育性。儿童是一个独立于成人的个体,有自己的尊严和权利。对于儿童的教育,教育者要“尊重未成熟状态”。而这种“未成熟的状态”就是儿童独立性存在的意义。绘本书真实地反映了孩子们所认识的世界,绘本书的逻辑结构与认知符号、想象和节奏的对应关系体现了儿童世界中的丰富性和无限性,它的魅力在于它用儿童可以感知的方式引导儿童在“未成熟的状态”下,完成对“成熟性”社会意义的理解。从这样的角度,论文探讨了儿童对阅读的本质的理解,提出了儿童阅读深层面的特殊性和他们的发展过程。强调在儿童早期阅读能力的发展中很重要的是并不是加快识字量,而是逐步提高他们的阅读进入方式和获得多种阅读手段的体验。儿童对文字和图片的识读过程是有差异的。对儿童阅读能力的早期发展而言,需要帮助他们建立起对文字符号和图片的识读经验。而阅读教育的本质要求就是为儿童的多种阅读体验提供科学的引导。论文还讨论了中英文由于语言的差异而带来的在阅读学习中存在的不同和阅读能力获得中共同需要的基础,关注了在阅读教育中所采用的不同的方法和给儿童读者带来的影响,提出了对儿童的早期阅读学习而言,绘本书的阅读体验就如同儿童在练习走路前的爬行一样,是十分必备的基础,不仅对儿童的文字阅读起到了重要的作用,对儿童的图片阅读能力的发展和意义的获得都起到了非常重要的作用。除了对儿童的阅读与认知发展有促进之外,绘本书为儿童提供了获得社会公共经验的有效渠道。论文分析了图书对社会公共经验的传播和儿童对社会经验的获取方式,绘本书作为儿童早期所接触到的有效的媒介渠道,在故事的意义表达中为儿童的社会化发展和对社会公共经验理解提供了帮助。
从儿童出版业产业化与专业化发展角度而言,论文从分析中外绘本图书的出版与文化差异中提出了对绘本选题开发和市场分级的专业发展思路,对绘本图书的专业化发展在我国现代出版管理的产业发展中的功能与作用展开了讨论。我国的绘本出版还处于起步阶段,从前端的选题开发到后端的读者阅读需求的开发都有着需要培育的地方。论文提出了儿童出版专业化分化的必要性,并讨论了现代绘本图书出版所需要的对绘本选题多层次开发的意义和建立儿童图书的市场分级的标准。从行业发展的角度对绘本图书的传播现状和功能提出了思考
论文围绕在现当代多媒介环境下的儿童发展与媒介选择的有关问题,对绘本书的传播功能作出了一定的回答,分析了多种媒介对儿童发展的不同影响,提出了图书和阅读对儿童发展所具有的重要的意义,强调了媒介的教育性和在产业化发展背景下,绘本图书专业化发展的基础要求。对儿童教育、媒介研究、儿童出版都有一定意义。
Picture books are main research topic in this dissertation. By the study of communication function of picture book, the dissertation paid more attention on the values of books to contemporary children in multimedia environment. The relationship between media and children’s development is an important research field in communication theories. With the fast development and improvement of media technology, mew media have challenged and changed the old media greatly. In the past 100 years, Books experienced the changes from dominant media to support media and have to face the challenges from new media. New media, such as newspaper, broadcasting, television, PC, Internet and mobile phone, use their different communication methods and modes to build a complicated multimedia environment and have different way to deliver and receive information. Their ways to choose, express and emphasis information are also very different. Because of low efficiency to receive information and pay for reading, books are more and more ignored by contemporary children in the competitions with other fungible media. All these changes brought us the thoughts about the situation of books and their effective connection with Children.
There are quite different kinds of books suitable for children’s reading. The main reasons for choosing pictures book as the research topic are as the following three points: Firstly, from the narrative construction, picture books are convenient for children’s reading with the narration of both pictures and words, which is helpful for my research on children’s reading behavior development and the different influence from picture and words under the same narrative background. Secondly considering the narrative contents, most of picture books talk about the traditional stories which are quite also delivered by parents, TV or broadcasting and brought children the background to understand the pictures. In that case, the reading affection study is under a multimedia environment and creates the chance to conduct the research about the difference channels and children’s information receive. As for the situation of picture books industry, there are big differences between China and west countries. The research about picture book marketing theories and practical method is useful to provide some thoughts on the developing way of Chinese children’s book industry.
As a special kind of children’s books, picture books are identified as“the books which narrate the story by the connection of verbal and visual, and the pictures appear in each pages and work as necessary tool to support the story narration”. From the identification we could conclude that the two narrative elements, picture and word, have different situation for the story building: picture works as the main tool and use the relationship between verbal and visual to develop plot and express meanings. Although the readership of picture books is not limited to children, picture books are more referred as children’s reading materials in this dissertation.
For a more clear identification of picture book, this dissertation has discussed the distinction between picture book and other similar children’s books as illustrated book, picture-story book, comic book and cartoon book. The dissertation discussed their differences at four different levels: the narrative subject, the relationship between verbal and visual, the relationship between pictures, and the independence of pictures. On the basis of these four levels discussion, the essential of picture book are identified as“pictures in picture book have logic relationship between each other and could contribute to meaning-building without words”. Different kinds of picture book have different relationship between pictures and words but all picture book have the following four characteristics: multi-channel narrative construction, open structure, inner decoded and extended reading function to“extra-book-reading”.
Under the framework of the relationship study of media and children’s development, the dissertation discussed the communication function of picture books on the basis of three different levels: the first level is about the relationship between the communication of public social experiences and children’s media choosing in the multimedia environment; the second level is about the relationship between children’s reading behavior and their cognitive development;Third level is about the current situation of Children’s book publishing industry in China; These three levels support each other within the fields of children, social and media and provided instruction for communication function study of picture books.
The dissertation started research from the communication meaning study of picture book in the media environment. Following the discuss of the communication of public social experiences and children’s media contact, this dissertation paid attention to the media contact difference to children under the multimedia environment. Books have changed their characteristics from simplex knowledge carrier to the concurrent media of information and knowledge. These changes have also brought the influence on the book publishing strategy, its narrative construction and content structure. Changes are not only happened in books but also in young readers. They have more and more new media to choose and more and more prefer to use new media. Is there any difference between the using of different media and what is their different influence to children’s development? Started the research from different characteristics of different media, as content symbols, the interactive ways, the efficiencies of information acquisition, the dissertation pointed out the differences between different media contact and emphasis that difference could brought different influence to children’s socialization and cognitive development. Children’s developments have three levels: biology development, cognitive development and socialization development. Children’s socialization achieved by the interactive between children and their social environment and infected by their personal conditions as sexual, age, talent, characteristics and physique.
The study of children’s reading behavior and their cognitive development started from the nurture of children. Children are independent human beings with their own dignity and rights. Educator should understand children’s immature state and respect it. Picture books exhibit this immature children’s worlds which children could cognized and show the abundance and unlimited by their logic construction. About the reading behavior study, this dissertation discussed children’s understanding of the essential to reading at first and pointed out the specific characteristics of children’s reading behavior and their developing process. The dissertation emphasis that the more important meanings for early reading capability development is to help children find good entering way to flute reading and get many experience from different reading methods.
The process for children to read words and pictures is different. For children’s early development of reading behavior, we need to help them build the experience of symbols decoding of pictures and words. The essential of reading education is to provide the guide line to children’s many different reading experience.
The dissertation also talked about different influence elements on children’s reading study and the same basic needs to the acquisition of reading capability. Besides the language elements, English and Chinese, it also discussed the influences from different training methods and found that young readers’capability of reading and meaning acquisition are positive effected by the word-and-picture reading training. Picture book reading, as the climbing before walking, is an very necessory foundation for children’s early reading study.
During the early period of children’s socialization, they did not have standard reference and their judge capability is very limited. In their early start of biology and psychology development children accepted all information and experience which received from different media with different influences. Although different influences could be brought from different media brought, different media all worked as important channel for children to get public social experiences. The capability to understand the social meanings is the mark to judge children’s growing. Different from other media, books are addressed as the core channel to deliver social experience. But as we know, more and more children did not like reading. How to help young children to decode the social meanings from book reading is a challenge task of the competition between books and the other media. From the point of multimedia competition environment and the situation of publishing industry, this dissertation discussed both the historic needs and the current management and development situation of picture book publishing.
Picture books have a long development history. Meaning symbols had been used to express meanings in different human being’s culture before the appearance of modern publishing industry. In different language and culture environment, the level to using no-words (as pictures) as the meaning carriers to express meanings is different, which also brought the different publishing and reading culture. Picture book publishing industry in China is currently on the first stage of development. For further development, more research needed to be given to support the new titles building and end-users satisfaction. This dissertation talked about the specialization of children’s publishing industry and the classification standard of children’s book market. Some thoughts also are suitable for the development of publishing industry in China.
In one word, this dissertation discussed the communication function of picture book from the research of children’s development and media contacting in the contemporary multimedia environment. On the basis of analysis of media influences to children’s development, this dissertation point out the important meanings of book reading to the development of children, and emphasis the media educational function. It also brought the needs analysis for the specialization development of picture books under the publishing industrialization environment in China. All these thoughts would benefit the theories development of children education, media research and children’s book publishing industry.
儿童图书的类型繁多,论文选择了绘本书作为研究的载体,主要考虑到:从叙述结构上来说:绘本书兼具文字和图片两种叙述形式而带来对儿童阅读研究的便利性,使我们更易于在同一个叙事环境中来考查儿童对文字与图片阅读不同的发展轨迹和相互影响;从内容上说绘本书的内容具有很强的传统性,在儿童阅读前就从别的媒介渠道:如听父母讲故事或看电视、听广播等,听过或看过大致的内容,为在新媒介环境下儿童的信息接受差异的探讨提供了操作上的可行性;从绘本书的行业发展而言,我国与西方出版发达的国家的绘本书市场差异非常巨大,对中外不同的市场理论和操作的探讨可以对我国儿童图书出版的发展提供一些思考。
作为儿童出版物中的一种类型,绘本书是1:“依靠文字语言(verbal)和视觉图片(visual)的相互关系来共同起到故事情节的叙述作用的图书类型,绘本书中的图片(picture)作为书的内容在每一页中都出现,并对故事叙述的完整性起到不可缺少的工具性作用。”所以:绘本书的构成要素为文字和图片,并以图片为主要的工具性元素;绘本书的情节和意义表述建立在文字语言与视觉图片的相互关系上,并以图片的叙述性为主。虽然绘本书的读者对象并不局限于儿童,但从论文的研究范围而言,主要以儿童绘本书为研究的载体。为了对所研究的绘本书有一个更为明确的界定,论文区分了与儿童绘本图书有类似之处的其他儿童出版物,如:插画书、连环画书、漫画书和动画书。从叙述的主体、图片与文字间的关系、图片间的关系和图片的独立性四个层面探讨了这些不同出版物间的关系,并在这个基础上,对绘本书的本质给出了界定,即绘本书以图片的逻辑性作为意义生成的主要手段,而文字主要作为辅助性的工具来引导对图片意义的解读。绘本书中图片具有逻辑关系被认为是绘本书区别于其他各类带有图片的插图书的重要标志。在此基础上绘本书所具有的特点是:多渠道的叙事结构,开放的空间性和内联的解读性,这些特质赋予了绘本书在阅读中的极大的延伸性和使用功能上“非图书性”。
在探讨媒介与儿童发展的大框架下,论文对绘本书传播功能的研究主要建立在三个层面:从多媒介的竞争环境与儿童的媒介接触的层面;从儿童阅读与认知发展和社会经验的获得层面;从儿童出版业产业化与专业化发展的层面。这三个层面从媒介环境、儿童发展、出版市场三个不同角度互相支撑,为绘本书的传播功能分析提供了依据。
从多媒介的竞争环境与儿童的媒介接触的角度,论文从媒介生态的角度关注了在多媒介环境中媒介接触的差异性。绘本图书的发展有着很长的历史,但随着人类文化发展中表意符号的运用的变化和现代媒介技术的更替,多媒介环境带来了不同媒介的表意方式的差异。图书已从单一的载体转变为兼具媒介的属性,这些变化影响到图书本身的出版策略,结构方式和内容构成。对儿童读者而言,在面对绘本书的同时,他们还面对着广播、电视和网络等众多其他媒体,媒介的差异性会对儿童的发展产生不同的影响:不同的文本符号、互动性和信息获取效益。论文提出了媒介接触的差异性的概念,即与不同媒体的接触对儿童的社会化过程和认知发展都会带来有差异的影响。不同的传播学者对它所带给儿童的影响有不同的认识。但无论媒介的接触差异性对儿童带来的影响有多大,有一点是共同的,即媒介是儿童发展的重要参照渠道。在儿童的成长中需要不断完成对社会意义的解读,其解读能力成为了儿童成长的重要标志,在这个过程中,图书对社会意义的传递所具有的独特作用就显得十分重要,而如何才能帮助儿童通过阅读来从图书中获得社会意义的理解,是图书在媒介环境的竞争中所必须面对的。
从儿童的阅读教育与认知发展的层面而言,论文首先关注了绘本书对儿童的“哺育”所具有的媒介教育性。儿童是一个独立于成人的个体,有自己的尊严和权利。对于儿童的教育,教育者要“尊重未成熟状态”。而这种“未成熟的状态”就是儿童独立性存在的意义。绘本书真实地反映了孩子们所认识的世界,绘本书的逻辑结构与认知符号、想象和节奏的对应关系体现了儿童世界中的丰富性和无限性,它的魅力在于它用儿童可以感知的方式引导儿童在“未成熟的状态”下,完成对“成熟性”社会意义的理解。从这样的角度,论文探讨了儿童对阅读的本质的理解,提出了儿童阅读深层面的特殊性和他们的发展过程。强调在儿童早期阅读能力的发展中很重要的是并不是加快识字量,而是逐步提高他们的阅读进入方式和获得多种阅读手段的体验。儿童对文字和图片的识读过程是有差异的。对儿童阅读能力的早期发展而言,需要帮助他们建立起对文字符号和图片的识读经验。而阅读教育的本质要求就是为儿童的多种阅读体验提供科学的引导。论文还讨论了中英文由于语言的差异而带来的在阅读学习中存在的不同和阅读能力获得中共同需要的基础,关注了在阅读教育中所采用的不同的方法和给儿童读者带来的影响,提出了对儿童的早期阅读学习而言,绘本书的阅读体验就如同儿童在练习走路前的爬行一样,是十分必备的基础,不仅对儿童的文字阅读起到了重要的作用,对儿童的图片阅读能力的发展和意义的获得都起到了非常重要的作用。除了对儿童的阅读与认知发展有促进之外,绘本书为儿童提供了获得社会公共经验的有效渠道。论文分析了图书对社会公共经验的传播和儿童对社会经验的获取方式,绘本书作为儿童早期所接触到的有效的媒介渠道,在故事的意义表达中为儿童的社会化发展和对社会公共经验理解提供了帮助。
从儿童出版业产业化与专业化发展角度而言,论文从分析中外绘本图书的出版与文化差异中提出了对绘本选题开发和市场分级的专业发展思路,对绘本图书的专业化发展在我国现代出版管理的产业发展中的功能与作用展开了讨论。我国的绘本出版还处于起步阶段,从前端的选题开发到后端的读者阅读需求的开发都有着需要培育的地方。论文提出了儿童出版专业化分化的必要性,并讨论了现代绘本图书出版所需要的对绘本选题多层次开发的意义和建立儿童图书的市场分级的标准。从行业发展的角度对绘本图书的传播现状和功能提出了思考
论文围绕在现当代多媒介环境下的儿童发展与媒介选择的有关问题,对绘本书的传播功能作出了一定的回答,分析了多种媒介对儿童发展的不同影响,提出了图书和阅读对儿童发展所具有的重要的意义,强调了媒介的教育性和在产业化发展背景下,绘本图书专业化发展的基础要求。对儿童教育、媒介研究、儿童出版都有一定意义。
Picture books are main research topic in this dissertation. By the study of communication function of picture book, the dissertation paid more attention on the values of books to contemporary children in multimedia environment. The relationship between media and children’s development is an important research field in communication theories. With the fast development and improvement of media technology, mew media have challenged and changed the old media greatly. In the past 100 years, Books experienced the changes from dominant media to support media and have to face the challenges from new media. New media, such as newspaper, broadcasting, television, PC, Internet and mobile phone, use their different communication methods and modes to build a complicated multimedia environment and have different way to deliver and receive information. Their ways to choose, express and emphasis information are also very different. Because of low efficiency to receive information and pay for reading, books are more and more ignored by contemporary children in the competitions with other fungible media. All these changes brought us the thoughts about the situation of books and their effective connection with Children.
There are quite different kinds of books suitable for children’s reading. The main reasons for choosing pictures book as the research topic are as the following three points: Firstly, from the narrative construction, picture books are convenient for children’s reading with the narration of both pictures and words, which is helpful for my research on children’s reading behavior development and the different influence from picture and words under the same narrative background. Secondly considering the narrative contents, most of picture books talk about the traditional stories which are quite also delivered by parents, TV or broadcasting and brought children the background to understand the pictures. In that case, the reading affection study is under a multimedia environment and creates the chance to conduct the research about the difference channels and children’s information receive. As for the situation of picture books industry, there are big differences between China and west countries. The research about picture book marketing theories and practical method is useful to provide some thoughts on the developing way of Chinese children’s book industry.
As a special kind of children’s books, picture books are identified as“the books which narrate the story by the connection of verbal and visual, and the pictures appear in each pages and work as necessary tool to support the story narration”. From the identification we could conclude that the two narrative elements, picture and word, have different situation for the story building: picture works as the main tool and use the relationship between verbal and visual to develop plot and express meanings. Although the readership of picture books is not limited to children, picture books are more referred as children’s reading materials in this dissertation.
For a more clear identification of picture book, this dissertation has discussed the distinction between picture book and other similar children’s books as illustrated book, picture-story book, comic book and cartoon book. The dissertation discussed their differences at four different levels: the narrative subject, the relationship between verbal and visual, the relationship between pictures, and the independence of pictures. On the basis of these four levels discussion, the essential of picture book are identified as“pictures in picture book have logic relationship between each other and could contribute to meaning-building without words”. Different kinds of picture book have different relationship between pictures and words but all picture book have the following four characteristics: multi-channel narrative construction, open structure, inner decoded and extended reading function to“extra-book-reading”.
Under the framework of the relationship study of media and children’s development, the dissertation discussed the communication function of picture books on the basis of three different levels: the first level is about the relationship between the communication of public social experiences and children’s media choosing in the multimedia environment; the second level is about the relationship between children’s reading behavior and their cognitive development;Third level is about the current situation of Children’s book publishing industry in China; These three levels support each other within the fields of children, social and media and provided instruction for communication function study of picture books.
The dissertation started research from the communication meaning study of picture book in the media environment. Following the discuss of the communication of public social experiences and children’s media contact, this dissertation paid attention to the media contact difference to children under the multimedia environment. Books have changed their characteristics from simplex knowledge carrier to the concurrent media of information and knowledge. These changes have also brought the influence on the book publishing strategy, its narrative construction and content structure. Changes are not only happened in books but also in young readers. They have more and more new media to choose and more and more prefer to use new media. Is there any difference between the using of different media and what is their different influence to children’s development? Started the research from different characteristics of different media, as content symbols, the interactive ways, the efficiencies of information acquisition, the dissertation pointed out the differences between different media contact and emphasis that difference could brought different influence to children’s socialization and cognitive development. Children’s developments have three levels: biology development, cognitive development and socialization development. Children’s socialization achieved by the interactive between children and their social environment and infected by their personal conditions as sexual, age, talent, characteristics and physique.
The study of children’s reading behavior and their cognitive development started from the nurture of children. Children are independent human beings with their own dignity and rights. Educator should understand children’s immature state and respect it. Picture books exhibit this immature children’s worlds which children could cognized and show the abundance and unlimited by their logic construction. About the reading behavior study, this dissertation discussed children’s understanding of the essential to reading at first and pointed out the specific characteristics of children’s reading behavior and their developing process. The dissertation emphasis that the more important meanings for early reading capability development is to help children find good entering way to flute reading and get many experience from different reading methods.
The process for children to read words and pictures is different. For children’s early development of reading behavior, we need to help them build the experience of symbols decoding of pictures and words. The essential of reading education is to provide the guide line to children’s many different reading experience.
The dissertation also talked about different influence elements on children’s reading study and the same basic needs to the acquisition of reading capability. Besides the language elements, English and Chinese, it also discussed the influences from different training methods and found that young readers’capability of reading and meaning acquisition are positive effected by the word-and-picture reading training. Picture book reading, as the climbing before walking, is an very necessory foundation for children’s early reading study.
During the early period of children’s socialization, they did not have standard reference and their judge capability is very limited. In their early start of biology and psychology development children accepted all information and experience which received from different media with different influences. Although different influences could be brought from different media brought, different media all worked as important channel for children to get public social experiences. The capability to understand the social meanings is the mark to judge children’s growing. Different from other media, books are addressed as the core channel to deliver social experience. But as we know, more and more children did not like reading. How to help young children to decode the social meanings from book reading is a challenge task of the competition between books and the other media. From the point of multimedia competition environment and the situation of publishing industry, this dissertation discussed both the historic needs and the current management and development situation of picture book publishing.
Picture books have a long development history. Meaning symbols had been used to express meanings in different human being’s culture before the appearance of modern publishing industry. In different language and culture environment, the level to using no-words (as pictures) as the meaning carriers to express meanings is different, which also brought the different publishing and reading culture. Picture book publishing industry in China is currently on the first stage of development. For further development, more research needed to be given to support the new titles building and end-users satisfaction. This dissertation talked about the specialization of children’s publishing industry and the classification standard of children’s book market. Some thoughts also are suitable for the development of publishing industry in China.
In one word, this dissertation discussed the communication function of picture book from the research of children’s development and media contacting in the contemporary multimedia environment. On the basis of analysis of media influences to children’s development, this dissertation point out the important meanings of book reading to the development of children, and emphasis the media educational function. It also brought the needs analysis for the specialization development of picture books under the publishing industrialization environment in China. All these thoughts would benefit the theories development of children education, media research and children’s book publishing industry.
引文
2卜卫:《大众传播对儿童的社会化和观念现代的影响》,《新闻研究资料》,第 55 期。
3卜卫《进入“地球村”——中国儿童与大众传播》,四川少年儿童出版社,1994 年。
4 在(美)Jill Howard Allor 和 Rebecca B. McCathren 的论文:Developing Emergent literacy Skills Through Storybook Reading, Reading Psychology Vol 39,No 2, 2003 中,提出了阅读与儿童文学发展的关系不仅是作为对文字和印刷作品的认读,同时,对以语言为基础而发展起来的思维与认知能力的发展,对图片与空间的意识能力都有很多的促进性。
5 见 Teale W &Sulzby E(1989) Emergent Literacy: New Perspectives. In D. Strickland &L.M. Morrow (eds), Emerging Literacy: Young Children Learn to Read and Write (pp1-15) Neward,DE: International Reading Association, 提出阅读能力的发展与写作能力的发展具有很强的相关性,而制约这些能力发展的主要因素是儿童对文字意义的掌握,儿童的阅读过程就是对对言辞符号意义在文字环境下的释放。
6 见 Gibson, L (1989) Through Children’s Eyes: Literacy Learning in the Early Years. New York: Teachers College Press 提出早期儿童识字能力的发展是一个综合性的过程,在这个过程中必须结合儿童对意义在口头语言和文字环境下的不同使用才能得以更快地发展。
7 见 Schickedanz J (1986) More than the ABC’s: The Early Stages of Reading and Writing. Washington, DC: National Association for the Education of Young Children 提出对早期阅读学习者的阅读发展所必备的材料支持,包括对语音环境和文字环境的使用,对多种图片符号的应用等,强调了多形式的接触环境是儿童阅读发展的必要支持。
8 见 Sulzby E (1985) Children’s Emergent Reading of Favourite Storybooks: A Developmental Study. Reading Research Quarterly, 20,458-481 提出故事书对儿童阅读发展的有利促进作用:建立起一定的可以理解的逻辑环境和叙事结构,在这样的背景下有利于儿童对意义建构和表达的学习。
9 见 Bissex G (1980) Gnys at work: A Child Learns To Write and Read. Cambridge, A: Harvard University Press 提出儿童的阅读是自我创造意义的过程。
10 见 Forester A D(1986) Apprenticeship in the art of literacy, Roles in Literacy Learning: A new Perspective (pp66-72) Newark, DE: International Reading Association
11 见 Downing, J (1972) A summary of evidence related to the cognitive clarity theory of reading. Paper Presented at the Annual Meeting of the National Reading Conference, New Orleans, LA.在这次会议上,John Downing 提出了幼儿对阅读的认知困惑的状态。
12 见 Philippe Ariès 《 Centuries of Childhood:A Social History of Family Life 》由 Robert Baldick 译自法语论文(L'Enfant et la vie familiale sous l'ancien régime,巴黎,1960),Jonathan Cape Ltd,1962 英文出版.
13 见 1982 年,美国纽约大学教授尼尔?波茨曼出版的《童年的消逝》,吴燕莛译,广西师范大学出版社 2004 年
14 见国家统计局《第五次全国人口普查主要数据公报(第一号)》2001 年 3 月 28 日公布
15 见 陈保亚:《论语言接触与语言联盟》, 语文出版社,1996 年
16 戴浩一: 《以认知为基础的汉语功能语法刍议》见戴浩一、薛凤生主编《功能主义与汉语语法》,北京语言学院出版社 1996 年。
17 见 Maria Nikolajeva,Carole Scott(2000):《How picture books Work》Garland Press
18 见 Cullinan, Bernice E (1989) Literature and the Child, 2nd, San Diego: Harcourt Brace Jovanovich
19 见 Roberta Seelinger Trites(1994): Children’s literature in education Vol25, No 4 1994
20 Golden, Jane(1990): Looking at Pictures in Pictures Books. Stroud: Thimble Press, 1993
21 Rhedin, Ulla(1993): The Picture Book –Towards a Theory, Swedish Institute For Children’s Books, 1993
22 参考连环画小人书的专业网站 http://www.cartoonwin.com 关于我国连环画发展历史的资料。
23 见 Bissex G(1980)Gnys at work: A Child Learn to Write And Read Cambridge,MA: Harvard University Press
24 见 Clark M M (1984) Literacy at home and at school: Insights From A Study of Young Fluent Readers.Awakening to Literacy(pp.122-130) Portsmouth, NH:Heinemann
25 见 Schickedanz,J(1986) More than the ABC’s: The Early Stages of Reading and Writing. Washington,DC: National Association for the Education of Young Children.
26 见 Sulzby,E(1985)Children’s Emergent Reading of Favorite Storybooks: A Development Study. Reading Research Quarterly,20,458-481
27 The Tale of Peter Rabit by Potter- Beatrix (EDT: NEW Juvenile Babies & Toddlers Penguin 1992
28 (日)佐野洋子 著 唐亚明译 《活了 100 万次的猫》 接力出版社 2004 年 10 月
29 (英)山姆?麦克布雷尼 著 梅子涵 译 少年儿童出版社 2005 年 4 月
30 (美)谢尔??希尔弗斯坦 文 图 陈明俊 译 南海出版公司 2003 年 8 月
31 见 Stephen F.Austin State University 的 Jamye Brookshire 和 Lauren:The influence of illustration on children’s book preferences and comperehension, Reading Psychology,23:323-339,2002
33 测试结果参见Jamye Brookshire和Lauren:The influence of illustration on children’s book preferences and comperehension, Reading Psychology,23:333,2002
34 索绪尔:《普通语言学教程》,Open Court 出版公司,1989 年版
35 李幼蒸:《理论符号学导论》 社会科学文献出版社 1999 年 6 月第一版
36 李苓:《传播学理论与实务》. 成都:四川人民出版社.2002 年 9 月
37 见 R.Haller 和 K.Puhl 编辑的论文集《维特根斯坦与哲学的未来·50 年以后的重估》(Wittgenstein and the Future of Philosophy.A reassessment ofter 50 years/Wittgenstein und die Zukunft der Philosophie.Eine Neubewertung nach 50 Jahren,Wien,2002),第 40—49 页。
40 见罗博特?卡特(Robert A Carter)《国际图书出版史》载自(英)伊恩?麦高文 主编《国际出版原则与实践》中国书籍出版社 2000 年 1 月翻译出版
41 见(英)伊恩?麦高文 主编《国际出版原则与实践》pp22-23,中国书籍出版社 2000 年 1 月
42(俄) B.A.伊斯特林《文字的产生和发展》左少兴译,北京大学出版社 2002 年 9 月第二版
44威尔伯·施拉姆:《传播学概论》新华出版社中译本,1984 年
45 见(英)戴维·莫利,凯文·罗宾斯 著 司艳 译,南京大学出版社 2003 年 8 月
46见(法)米歇尔·德·塞尔托著、李树芬译《多元文化素养》(大众文化研究与文化制度话语)/法兰西语境丛书 天津人民出版社 2000 年
47见 斯图亚特·霍尔(Stuart Hall):《编码解码》,罗钢 刘象愚:《文化研究读本》,第 345 页。
48见尼斯卓姆(Nystrom):《面对媒介生态理论:人类传播系统研究理论范式集锦》及大卫·阿什德著,邵志择译(2003):《传播生态学——控制的文化范式》,华夏出版社
49 资料来源:www.xinhuanet.com,传媒研究“网络表达及其对社会的影响” 作者:陈红梅 2004 年 9 月 20 日
52见:中国社会科学院新闻与传播研究所 研究报告《“试论媒介内容对儿童现代观念的影响》,《台湾新闻学研究》,1994 年 48 期。
54尼尔·波茨曼著,萧昭君译:《童年的消逝》广西师范大学出版社,2004 年
55 见:梅罗维茨的《消失的地域:电子媒介对社会行为的影响》,年津大学出版社出版,1985 年
56 见:麦克卢汉《理解媒介》人民出版社,2000 年
57 见:(美)梅罗维茨的《消失的地域:电子媒介对社会行为的影响》,年津大学出版社出版,1985 年
58 国内许多学者也有相同的研究,如卜卫《儿童电视:谁是主体?——兼论我国儿童电视的成人化问题》,《新闻与传播研究》,1998 年 2 期。
59 唐·泰普斯科特 美国著名的数字未来学家(digital futurist)及畅销图书作家,著有《数字经济:全球网络生活新模式》等六本重要著作。他同时身兼“聚合科技联盟”(The Allance for Converging Technologies)主席及“新典范学习公司”(New Paradigm Learning Corporation)总裁。《数字化成长:网络世代的崛起》东北财经大学出版社 1999 年 3 月
60卜卫《大众媒介对儿童的影响》,新华出版社,2001 年
61 Kress, G (1998)“reading as engagement with the word”, London Institute of Education, University of London
62 见中译本《爱弥儿——论教育》人民教育出版社. 2004 年 3 月.
63 见 www.xinhuanet.com 2004 年 12 月 10 日新华论坛读书沙龙
64艾黎诺?J?吉布森:《知觉学习与发展的原理》 浙江教育出版社 2001 年
65 见 Downing J (1986) Cognitive Clarity: A Unifying and Cross-Cultural Theory for Language Awareness Phenomena in Reading 提出了儿童的早期阅读中与语言意识建立的关系,在他的研究中发现,儿童读者的语言意识发展是需要借助文字媒介来完善的,而对幼儿读者而言,阅读是一种运用口头语言的工具。
66 见 Dyson A.H (1984) Learning to Write/Learning to do School: Emergent Writers’ Interpretations of School Literacy Tasks. Research in the Teaching of English, 18,233-264 在对学校语言读写教育的测试状况进行考察后发现,低幼阶段的学生还比较缺乏阅读意识:即对文字意义的解读,不仅是源于识字能力的缺乏,同时与相关阅读指导和适应性的阅读材料缺乏有关
67 见 Ferriero,A H (1984) What is written in a written sentence? A Developmental Answer. Journal of Education, 160,25-34 提出了儿童在阅读学习对书写文字的表述特性的了解的必要性,而早期儿童阅读学习对书写文字与口头文字的差异性没有一定的认识。
68Dr.xiao Huiting: Reading depends on writing, in Chinese: Proceedings of National Academy of Science of the United States of America ,2005,6
69 见 Linda T S & Barbara F M (1997): What readers do : Young children’s iders about the nature of reading, The Reading Teacher, Vol 51 No. 2 Oct, 1997
71 见 Lahey 的“Language Disorder and Language Development” (1978)
73 见 Clark M M(1984):Literacy at home and at school: Insights from a study of young fluent readers. Awakening to Literacy (pp 122-130) Portsmouth, NH: Heinemann
74 见 Morrow L M ,Rand M(1991)Promoting Literacy during play and designing in early childhood classroom environments The Reading Teacher,44, 396-403
75 见 Snow C &Ninio A (1984) The contracts of literacy: What children learn from learning to read books? Awarding to Literacy (pp 116-138) Portsmouth, NH: Heinemann
76 见 Linian H Smith(1998): What do the picture do? London: RouledgeFalmer
77 见 Lomax 和 McGee《Young children’s concepts about print and reading: Toward a model of word reading acquistion》
78 见 Elster,C & Simons,H (1985) How important are illustrations in Children’s readers? The Reading Teacher,148-152 November
79 见 Beck I(1984) Developing Comprehension: The impact of the directed reading lesson. In R C Anderson (Rds) Learning to read in American schools: Basic rReaders and Content text (pp 3-20) Mahwah, NJ: Erlbaum
80 见 Read J &Barnsley R (1977) Remember Dick and Jane? Memory for elementary school readers. Canadian Education and Research Digest,7, 312-326
81 见 Gyselinck V &Tardieu H (1999) The roal of illustration in text comprehension: What, when, for Whom, and Why? In H,Van (Eds), The construction of mental representations during reading (pp 195-218) Nahwah, NJ: Erlbaum
82(瑞士)莫妮克.弗利克斯《无字书》明天出版社 2003 年 3 月第一版
83 见 Maureen Walsh: Reading pictures: what do they reveal? Young children’s reading of visual texts. Reading literacy and language Nov.2003
84 Walsh,M(2000):Text-re;ated variables in narrative picture books: Children’s responses to visual and verbal text.the Australian Journal of Language and Literacy, 23.2 pp139-156
85 Sue William: I Went Walking First published 1989 by Omnibus Books
86见 Maureen Walsh: Reading pictures: what do they reveal? Young children’s reading of visual texts. Reading literacy and language Nov.2003
87 见 Clay M.M(1979) The early detection of reading difficulties, 2nd edition. Auckland: Heinemann Publishers.
88 见 Ferriro E and Teberosky a (1982) Literacy before schooling, New Hampshire : Heinemann Education
89 见 Sulaby E (1996) Roles of oral and written language as Children approach conventional literacy, Mahwah, New Jersey: Lawrence Erlbaum Associates
90 见 Meek M (1988) How text teach what readers learn ? Exeter: The Thimble Press.
91 Farmyard Tales, first published in 1989 by Usborne Publishing House
92 部分资料参考《中文儿童图书市场分级初探》杨丽,北京印刷学院,2001 年
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3卜卫《进入“地球村”——中国儿童与大众传播》,四川少年儿童出版社,1994 年。
4 在(美)Jill Howard Allor 和 Rebecca B. McCathren 的论文:Developing Emergent literacy Skills Through Storybook Reading, Reading Psychology Vol 39,No 2, 2003 中,提出了阅读与儿童文学发展的关系不仅是作为对文字和印刷作品的认读,同时,对以语言为基础而发展起来的思维与认知能力的发展,对图片与空间的意识能力都有很多的促进性。
5 见 Teale W &Sulzby E(1989) Emergent Literacy: New Perspectives. In D. Strickland &L.M. Morrow (eds), Emerging Literacy: Young Children Learn to Read and Write (pp1-15) Neward,DE: International Reading Association, 提出阅读能力的发展与写作能力的发展具有很强的相关性,而制约这些能力发展的主要因素是儿童对文字意义的掌握,儿童的阅读过程就是对对言辞符号意义在文字环境下的释放。
6 见 Gibson, L (1989) Through Children’s Eyes: Literacy Learning in the Early Years. New York: Teachers College Press 提出早期儿童识字能力的发展是一个综合性的过程,在这个过程中必须结合儿童对意义在口头语言和文字环境下的不同使用才能得以更快地发展。
7 见 Schickedanz J (1986) More than the ABC’s: The Early Stages of Reading and Writing. Washington, DC: National Association for the Education of Young Children 提出对早期阅读学习者的阅读发展所必备的材料支持,包括对语音环境和文字环境的使用,对多种图片符号的应用等,强调了多形式的接触环境是儿童阅读发展的必要支持。
8 见 Sulzby E (1985) Children’s Emergent Reading of Favourite Storybooks: A Developmental Study. Reading Research Quarterly, 20,458-481 提出故事书对儿童阅读发展的有利促进作用:建立起一定的可以理解的逻辑环境和叙事结构,在这样的背景下有利于儿童对意义建构和表达的学习。
9 见 Bissex G (1980) Gnys at work: A Child Learns To Write and Read. Cambridge, A: Harvard University Press 提出儿童的阅读是自我创造意义的过程。
10 见 Forester A D(1986) Apprenticeship in the art of literacy, Roles in Literacy Learning: A new Perspective (pp66-72) Newark, DE: International Reading Association
11 见 Downing, J (1972) A summary of evidence related to the cognitive clarity theory of reading. Paper Presented at the Annual Meeting of the National Reading Conference, New Orleans, LA.在这次会议上,John Downing 提出了幼儿对阅读的认知困惑的状态。
12 见 Philippe Ariès 《 Centuries of Childhood:A Social History of Family Life 》由 Robert Baldick 译自法语论文(L'Enfant et la vie familiale sous l'ancien régime,巴黎,1960),Jonathan Cape Ltd,1962 英文出版.
13 见 1982 年,美国纽约大学教授尼尔?波茨曼出版的《童年的消逝》,吴燕莛译,广西师范大学出版社 2004 年
14 见国家统计局《第五次全国人口普查主要数据公报(第一号)》2001 年 3 月 28 日公布
15 见 陈保亚:《论语言接触与语言联盟》, 语文出版社,1996 年
16 戴浩一: 《以认知为基础的汉语功能语法刍议》见戴浩一、薛凤生主编《功能主义与汉语语法》,北京语言学院出版社 1996 年。
17 见 Maria Nikolajeva,Carole Scott(2000):《How picture books Work》Garland Press
18 见 Cullinan, Bernice E (1989) Literature and the Child, 2nd, San Diego: Harcourt Brace Jovanovich
19 见 Roberta Seelinger Trites(1994): Children’s literature in education Vol25, No 4 1994
20 Golden, Jane(1990): Looking at Pictures in Pictures Books. Stroud: Thimble Press, 1993
21 Rhedin, Ulla(1993): The Picture Book –Towards a Theory, Swedish Institute For Children’s Books, 1993
22 参考连环画小人书的专业网站 http://www.cartoonwin.com 关于我国连环画发展历史的资料。
23 见 Bissex G(1980)Gnys at work: A Child Learn to Write And Read Cambridge,MA: Harvard University Press
24 见 Clark M M (1984) Literacy at home and at school: Insights From A Study of Young Fluent Readers.Awakening to Literacy(pp.122-130) Portsmouth, NH:Heinemann
25 见 Schickedanz,J(1986) More than the ABC’s: The Early Stages of Reading and Writing. Washington,DC: National Association for the Education of Young Children.
26 见 Sulzby,E(1985)Children’s Emergent Reading of Favorite Storybooks: A Development Study. Reading Research Quarterly,20,458-481
27 The Tale of Peter Rabit by Potter- Beatrix (EDT: NEW Juvenile Babies & Toddlers Penguin 1992
28 (日)佐野洋子 著 唐亚明译 《活了 100 万次的猫》 接力出版社 2004 年 10 月
29 (英)山姆?麦克布雷尼 著 梅子涵 译 少年儿童出版社 2005 年 4 月
30 (美)谢尔??希尔弗斯坦 文 图 陈明俊 译 南海出版公司 2003 年 8 月
31 见 Stephen F.Austin State University 的 Jamye Brookshire 和 Lauren:The influence of illustration on children’s book preferences and comperehension, Reading Psychology,23:323-339,2002
33 测试结果参见Jamye Brookshire和Lauren:The influence of illustration on children’s book preferences and comperehension, Reading Psychology,23:333,2002
34 索绪尔:《普通语言学教程》,Open Court 出版公司,1989 年版
35 李幼蒸:《理论符号学导论》 社会科学文献出版社 1999 年 6 月第一版
36 李苓:《传播学理论与实务》. 成都:四川人民出版社.2002 年 9 月
37 见 R.Haller 和 K.Puhl 编辑的论文集《维特根斯坦与哲学的未来·50 年以后的重估》(Wittgenstein and the Future of Philosophy.A reassessment ofter 50 years/Wittgenstein und die Zukunft der Philosophie.Eine Neubewertung nach 50 Jahren,Wien,2002),第 40—49 页。
40 见罗博特?卡特(Robert A Carter)《国际图书出版史》载自(英)伊恩?麦高文 主编《国际出版原则与实践》中国书籍出版社 2000 年 1 月翻译出版
41 见(英)伊恩?麦高文 主编《国际出版原则与实践》pp22-23,中国书籍出版社 2000 年 1 月
42(俄) B.A.伊斯特林《文字的产生和发展》左少兴译,北京大学出版社 2002 年 9 月第二版
44威尔伯·施拉姆:《传播学概论》新华出版社中译本,1984 年
45 见(英)戴维·莫利,凯文·罗宾斯 著 司艳 译,南京大学出版社 2003 年 8 月
46见(法)米歇尔·德·塞尔托著、李树芬译《多元文化素养》(大众文化研究与文化制度话语)/法兰西语境丛书 天津人民出版社 2000 年
47见 斯图亚特·霍尔(Stuart Hall):《编码解码》,罗钢 刘象愚:《文化研究读本》,第 345 页。
48见尼斯卓姆(Nystrom):《面对媒介生态理论:人类传播系统研究理论范式集锦》及大卫·阿什德著,邵志择译(2003):《传播生态学——控制的文化范式》,华夏出版社
49 资料来源:www.xinhuanet.com,传媒研究“网络表达及其对社会的影响” 作者:陈红梅 2004 年 9 月 20 日
52见:中国社会科学院新闻与传播研究所 研究报告《“试论媒介内容对儿童现代观念的影响》,《台湾新闻学研究》,1994 年 48 期。
54尼尔·波茨曼著,萧昭君译:《童年的消逝》广西师范大学出版社,2004 年
55 见:梅罗维茨的《消失的地域:电子媒介对社会行为的影响》,年津大学出版社出版,1985 年
56 见:麦克卢汉《理解媒介》人民出版社,2000 年
57 见:(美)梅罗维茨的《消失的地域:电子媒介对社会行为的影响》,年津大学出版社出版,1985 年
58 国内许多学者也有相同的研究,如卜卫《儿童电视:谁是主体?——兼论我国儿童电视的成人化问题》,《新闻与传播研究》,1998 年 2 期。
59 唐·泰普斯科特 美国著名的数字未来学家(digital futurist)及畅销图书作家,著有《数字经济:全球网络生活新模式》等六本重要著作。他同时身兼“聚合科技联盟”(The Allance for Converging Technologies)主席及“新典范学习公司”(New Paradigm Learning Corporation)总裁。《数字化成长:网络世代的崛起》东北财经大学出版社 1999 年 3 月
60卜卫《大众媒介对儿童的影响》,新华出版社,2001 年
61 Kress, G (1998)“reading as engagement with the word”, London Institute of Education, University of London
62 见中译本《爱弥儿——论教育》人民教育出版社. 2004 年 3 月.
63 见 www.xinhuanet.com 2004 年 12 月 10 日新华论坛读书沙龙
64艾黎诺?J?吉布森:《知觉学习与发展的原理》 浙江教育出版社 2001 年
65 见 Downing J (1986) Cognitive Clarity: A Unifying and Cross-Cultural Theory for Language Awareness Phenomena in Reading 提出了儿童的早期阅读中与语言意识建立的关系,在他的研究中发现,儿童读者的语言意识发展是需要借助文字媒介来完善的,而对幼儿读者而言,阅读是一种运用口头语言的工具。
66 见 Dyson A.H (1984) Learning to Write/Learning to do School: Emergent Writers’ Interpretations of School Literacy Tasks. Research in the Teaching of English, 18,233-264 在对学校语言读写教育的测试状况进行考察后发现,低幼阶段的学生还比较缺乏阅读意识:即对文字意义的解读,不仅是源于识字能力的缺乏,同时与相关阅读指导和适应性的阅读材料缺乏有关
67 见 Ferriero,A H (1984) What is written in a written sentence? A Developmental Answer. Journal of Education, 160,25-34 提出了儿童在阅读学习对书写文字的表述特性的了解的必要性,而早期儿童阅读学习对书写文字与口头文字的差异性没有一定的认识。
68Dr.xiao Huiting: Reading depends on writing, in Chinese: Proceedings of National Academy of Science of the United States of America ,2005,6
69 见 Linda T S & Barbara F M (1997): What readers do : Young children’s iders about the nature of reading, The Reading Teacher, Vol 51 No. 2 Oct, 1997
71 见 Lahey 的“Language Disorder and Language Development” (1978)
73 见 Clark M M(1984):Literacy at home and at school: Insights from a study of young fluent readers. Awakening to Literacy (pp 122-130) Portsmouth, NH: Heinemann
74 见 Morrow L M ,Rand M(1991)Promoting Literacy during play and designing in early childhood classroom environments The Reading Teacher,44, 396-403
75 见 Snow C &Ninio A (1984) The contracts of literacy: What children learn from learning to read books? Awarding to Literacy (pp 116-138) Portsmouth, NH: Heinemann
76 见 Linian H Smith(1998): What do the picture do? London: RouledgeFalmer
77 见 Lomax 和 McGee《Young children’s concepts about print and reading: Toward a model of word reading acquistion》
78 见 Elster,C & Simons,H (1985) How important are illustrations in Children’s readers? The Reading Teacher,148-152 November
79 见 Beck I(1984) Developing Comprehension: The impact of the directed reading lesson. In R C Anderson (Rds) Learning to read in American schools: Basic rReaders and Content text (pp 3-20) Mahwah, NJ: Erlbaum
80 见 Read J &Barnsley R (1977) Remember Dick and Jane? Memory for elementary school readers. Canadian Education and Research Digest,7, 312-326
81 见 Gyselinck V &Tardieu H (1999) The roal of illustration in text comprehension: What, when, for Whom, and Why? In H,Van (Eds), The construction of mental representations during reading (pp 195-218) Nahwah, NJ: Erlbaum
82(瑞士)莫妮克.弗利克斯《无字书》明天出版社 2003 年 3 月第一版
83 见 Maureen Walsh: Reading pictures: what do they reveal? Young children’s reading of visual texts. Reading literacy and language Nov.2003
84 Walsh,M(2000):Text-re;ated variables in narrative picture books: Children’s responses to visual and verbal text.the Australian Journal of Language and Literacy, 23.2 pp139-156
85 Sue William: I Went Walking First published 1989 by Omnibus Books
86见 Maureen Walsh: Reading pictures: what do they reveal? Young children’s reading of visual texts. Reading literacy and language Nov.2003
87 见 Clay M.M(1979) The early detection of reading difficulties, 2nd edition. Auckland: Heinemann Publishers.
88 见 Ferriro E and Teberosky a (1982) Literacy before schooling, New Hampshire : Heinemann Education
89 见 Sulaby E (1996) Roles of oral and written language as Children approach conventional literacy, Mahwah, New Jersey: Lawrence Erlbaum Associates
90 见 Meek M (1988) How text teach what readers learn ? Exeter: The Thimble Press.
91 Farmyard Tales, first published in 1989 by Usborne Publishing House
92 部分资料参考《中文儿童图书市场分级初探》杨丽,北京印刷学院,2001 年
1. Beck, I (1984) Developing Comprehension: The impact of the directed reading lesson. In R. C Anderson, J.Osborn, &R.J. Tierney, Learning to Read in American Schools: Basal readers and conter texts, pp3-20 Mahwah, NJ: Erbium
2. Maria Nikolajeva , Carole Scott,“The Dynamics of Picture book communication” Children Literature in Education, Vol 31.No.4, 2000
3. Moebius, William, “introduction to picture book codes” Word and Image, 1986,2(2), 141-158
4. Linda Teran Strommen, Barbara Fowles Mates “what readers do: Young children’s ideas about the nature of reading” The Reading Teacher Vol 51 No.2, Oct.1997
5. David Lewis “Showing and Telling: the Difference that makes a difference” Reading Nov, 2001
6. Elster, C & Simons, H.D (1985, November). How important are illustrations in children’s readers? The Reading Teacher, 148-152.
7. Merrill Morris , Christine Ogan , “the Internet As Mass Media” , Journal of Communication,Winter1996,p.39
8. Jane B.Singer,“Compaign Contributions:On line Newspaper Coverage of Election 2000”,Journalism and Mass Communication Quarterly,Spring2003,Vo l.80,No.1,pp.39-56
9. Dhavan Shah,Michael Schmierbach,Joshua Hawkins,Rodolfo Espino,and Janet Donavan,“Nonrecursive Models of Internet Use and Community Engagement:Question Whether Time Spent On line Erodes Social Capital”,Journalism and Mass Communication Quarterly,Vo l.79,No.4,Winter 2002,pp.964-987
10. Jennifer Stromer-Galley,“On-Line Interaction and Why Candidates Avoid it”,Journal of Communication,Autumn 2000,Vo l.50,No.4,p.111
11. Mary E.McCoy,“Dark Alliance:News Repair and Institutional Authority in the Age of the Internet”,Journal of Communication,March 2001,p.164
12. Jane B.Singer,“Compaign Contributions:On line Newspaper Coverage of Election 2000”,Journalism and Mass Communication Quarterly,Spring2003,Vo l.80,No.1,pp.39-56
13. Jill Howard Allor 和 Rebecca B. McCathren:Developing Emergent literacy Skills Through Storybook Reading, Reading Psychology Vol 39,No 2, 2003
14. Sulzby E (1985) Children’s Emergent Reading of Favourite Storybooks: A Developmental Study. Reading Research Quarterly, 20,458-481
15. Downing, J (1972) A summary of evidence related to the cognitive clarity theory of reading. Paper Presented at the Annual Meeting of the National Reading Conference, New Orleans,
16. Roberta Seelinger Trites(1994): Children’s literature in education Vol25, No 4 1994
17. Sulzby,E(1985)Children’s Emergent Reading of Favorite Storybooks: A Development Study. Reading Research Quarterly, 20,458-481
18. Stephen F.Austin State University 的 Jamye Brookshire 和 Lauren:The influence of illustration on children’s book preferences and comperehension, Reading Psychology, 23:323-339,2002
19. Jamye Brookshire 和 Lauren:The influence of illustration on children’s book preferences and comperehension, Reading Psychology, 23:333,2002
20. Maureen Walsh: Reading pictures: what do they reveal? Young children’s reading of visual texts. Reading literacy and language Nov.2003
21. Walsh,M(2000):Text-re; ated variables in narrative picture books: Children’s responses to visual and verbal text.the Australian Journal of Language and Literacy, 23.2 pp139-156
22. Linda T S & Barbara F M (1997): What readers do: Young children’s iders about the nature of reading, The Reading Teacher, Vol 51 No. 2 Oct, 1997
23. Dyson A.H (1984) Learning to Write/Learning to do School: Emergent Writers’ Interpretations of School Literacy Tasks. Research in the Teaching of English, 18,233-264
24. Ferriero,A H (1984) What is written in a written sentence? A Developmental Answer. Journal of Education, 160,25-34
25. Clark M M(1984):Literacy at home and at school: Insights from a study of young fluent readers. Awakening to Literacy (pp 122-130) Portsmouth, NH: Heinemann
26. Morrow L M ,Rand M(1991)Promoting Literacy during play and designing in early childhood classroom environments The Reading Teacher,44, 396-403
27. Elster,C & Simons,H (1985) How important are illustrations in Children’s readers? The Reading Teacher, 148-152 November
28. Beck I(1984) Developing Comprehension: The impact of the directed reading lesson. In R C Anderson (Rds) Learning to read in American schools: Basic rReaders and Content text (pp 3-20) Mahwah, NJ: Erlbaum
29. Read J &Barnsley R (1977) Remember Dick and Jane? Memory for elementary school readers. Canadian Education and Research Digest,7
30. R.Haller 和 K.Puhl 编辑的论文集《维特根斯坦与哲学的未来·50 年以后的重估》(Wittgenstein and the Future of Philosophy.A reassessment ofter 50 years/Wittgenstein und die Zukunft der Philosophie.Eine Neubewertung nach 50 Jahren, Wien, 2002)
31. Snow C &Ninio A (1984) The contracts of literacy: What children learn from learning to read books? Awarding to Literacy (pp 116-138) Portsmouth, NH: Heinemann
32. Gyselinck V &Tardieu H (1999) The roal of illustration in text comprehension: What, when, for whom, and Why? In H, Van (Eds), The construction of mental representations during reading (pp 195-218) Nahwah, NJ: Erlbaum
33. 吕坤良:《大众传媒·大众文化·文化危机》,《新闻与传播研究》,2000 年第 2期。
34. 王静:《儿童图书的市场分级初探》,北京印刷学院,2001 年
35. 徐通锵:《汉语的特点和语言共性的研究》,《语文研究》1999 年第 4 期第 4 页
36. 卜卫:《大众传播对儿童的社会化和观念现代的影响》,《新闻研究资料》,第 55期。 书:
37. Doonan, Jane, “looking at pictures in picture books” Stround: Thimble Press, 1993
38. Maria Nikolajeva, Carole Scott “How picture books work” Garland Press
39. Meek, M (1988) How Texts Teach What Readers Learn. Exeter: The Thimble Press
40. Gyselinck, V & Langston, W. E (1992) The role of illustrations in text comprehension: What, when, for whom, and why? “The construction of mental representations during reading ” Mahwah, NJ: Erbium
41. Raymond Williams, Culture and Society. Columbia University Press, 1958
42. Samuel L. Becker, Marxist (1984) Approaches to Media Studies: The British Experience, Critical Studies in Mass Communication,
43. Graeme Turner, British Cultural Studies: An Introduction. Second Edition, Routledge, 1996.
44. Andrew Tudor, Decoding Culture: Theory and Method in Cultural Studies. Sage Publications, 1999.
45. James W. Carey, Communication as Culture: Essays on Media and Society, Routledge, 1988.
46. Graeme Turner, British Cultural Studies: An Introduction.
47. Douglas Kellner, Media Culture: Cultural Studies, Identity and Politics between the Modern and the Postmodern, Routledge, 1995
48. John Corner, Studying Media: Problems of Theory and Method, Edinburgh University Press, 1998
49. Teale W &Sulzby E (1989) Emergent Literacy: New Perspectives. In D. Strickland &L.M. Morrow (eds), Emerging Literacy: Young Children Learn to Read and Write (pp1-15) Neward, DE: International Reading Association
50. Gibson, L (1989) Through Children’s Eyes: Literacy Learning in the Early Years. New York: Teachers College Press
51. Schickedanz J (1986) More than the ABC’s: The Early Stages of Reading and Writing. Washington, DC: National Association for the Education of Young Children
52. Bissex G (1980) Gnys at work: A Child Learns To Write and Read. Cambridge, A: Harvard University Press
53. Forester A D (1986) Apprenticeship in the art of literacy, Roles in Literacy Learning: A new Perspective (pp66-72) Newark, DE: International Reading Association
54. Maria Nikolajeva,Carole Scott(2000):《How picture books Work》Garland Press
55. Cullinan, Bernice E (1989) Literature and the Child, 2nd, San Diego: Harcourt Brace Jovanovich
56. Golden, Jane (1990): Looking at Pictures in Pictures Books. Stroud: Thimble Press, 1993
57. Rhedin, Ulla (1993): The Picture Book –Towards a Theory, Swedish Institute For Children’s Books, 1993
58. Bissex G (1980) Gnys at work: A Child Learn to Write And Read Cambridge, MA: Harvard University Press
59. Clark M M (1984) Literacy at home and at school: Insights From A Study of YoungFluent Readers.Awakening to Literacy (pp.122-130) Portsmouth, NH: Heinemann
60. Schickedanz, J(1986) More than the ABC’s: The Early Stages of Reading and Writing. Washington, DC National Association for the Education of Young Children.
61. David Lewis (2001) Showing and telling: the difference that makes a difference, Dearing Literacy and Language, Nov, 2001
62. Nodelman P (1988) Words about Pictures: The narrative Art of Children’s Picture Books, University of Georgia Press: Athens Georgia.
63. Sue William: I Went Walking First published 1989 by Omnibus Books
64. Clay M.M (1979) The early detection of reading difficulties, 2nd edition. Auckland: Heinemann Publishers.
65. Ferriro E and Teberosky a (1982) Literacy before schooling, New Hampshire: Heinemann Education
66. Sulaby E (1996) Roles of oral and written language as Children approach conventional literacy, Mahwah, New Jersey: Lawrence Erlbaum Associates
67. Meek M (1988) how text teach what readers learn? Exeter: The Thimble Press.
68. Linian H Smith(1998): What do the picture do? London: RouledgeFalmer
69. Downing J (1986) Cognitive Clarity: A Unifying and Cross-Cultural Theory for Language Awareness Phenomena in Reading
70. Dr.xiao Huiting: Reading depends on writing, in Chinese: Proceedings of National Academy of Science of the United States of America ,2005,6
71. Lomax 和 McGe《eYoung children’s concepts about print and reading: Toward a model of word reading acquistion》
72. 卜卫《儿童电视:谁是主体?——兼论我国儿童电视的成人化问题》,《新闻与传播研究》,1998 年 2 期。
73. 卜卫《进入“地球村”——中国儿童与大众传播》,四川少年儿童出版社,1994年。
74. 卜卫《大众传播对儿童的社会化和观念现代的影响》,《新闻研究资料》,第 55 期。
75. 中国社会科学院新闻与传播研究所 研究报告《“试论媒介内容对儿童现代观念的影响》,《台湾新闻学研究》,1994 年 48 期。
76. (美)尼尔?波茨曼出版的《童年的消逝》,吴燕莛译,广西师范大学出版社 2004年 5 月翻译出版
77. 陈保亚,1996,《论语言接触与语言联盟》, 语文出版社
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