摘要
根据“文化三角形”理论,文化产品、文化活动和文化概念构成了完整的文化形态,三者具有层级关联。呈现文化产品、展现文化活动、讲解文化概念,构成了文化教学的教学环路。但是,国际中文教育文化教学中,文化产品、文化活动的呈现和文化概念的讲解存在一定的分离现象,没有形成三位一体的逻辑链条。中文二语学习者难以将具体的文化形式与抽象的文化概念之间建立关联,影响了他们对文化的完整认知。互联网技术的发展,以及线上教学的常态化,对国际中文教育文化教学形式的创新及内容选择的多样性提出了新的要求。如何拓展可应用于国际中文教育中的文化资源,以及利用多媒体技术更好地呈现文化的具体形态,从而辅助文化概念的教学,亟待考察。其中,可视化文化元素,指利用多媒体技术使文化产品图形化、文化活动动态化,以直观、动态的形式展现具有代表性的中国文化元素。符合“后疫情时代”对文化资源应用的要求,也能为文化概念的引入提供直观、动态的基础,具有重要的教学应用价值。因此,本文以中国元素标志及李子柒短视频素材为例,根据“文化三角形”理论,对两类文化资源中包含的可视化文化元素及其应用的可行性进行了探讨。
According to cultural triangle theory, cultural products, cultural activities, and cultural concepts constitute a complete cultural framework, and they are hierarchically related. Presenting cultural products, showcasing cultural activities, and explaining cultural concepts form the instructional cycle of cultural education. However, in international Chinese cultural teaching, there is a certain separation between the presentation of cultural products, the showcasing of cultural activities, and the explanation of cultural concepts. Therefore, Chinese second language learners find it difficult to establish connections between specific cultural forms and abstract cultural concepts, which affect their comprehensive understanding of culture. The development of Internet technology and the normalization of online teaching have placed new demands on the innovation of forms and content selection in international Chinese education and cultural teaching. There is a pressing need to expand cultural resources that can be applied to online teaching and to use multimedia technology to better visualize the specific forms of culture, thereby assisting in teaching of cultural concepts. Among these efforts, visual cultural elements refer to the use of multimedia technology to make cultural products graphical and cultural activities dynamic. This approach aligns with the requirements of the post-pandemic era for the application of cultural resources, and provides an intuitive and dynamic foundation for the introduction of cultural concepts. Therefore, this study uses Chinese cultural symbols and the short video resource of Li Ziqi as examples to analyze visual cultural elements contained in these cultural resources and the feasibility of their application based on the cultural triangle theory.
出处
《创新教育研究》
2023年第11期3420-3429,共10页
Creative Education Studies
