A Study On The Meaning Production Of Children’s Image Symbols

Image symbol is the earliest contact with children,the earliest familiar visual symbol,and children are the master of creating image symbol.The purpose of symbols is to express meaning.How can children’s image symbols effectively convey a large number of different meanings in children’s written language? The qualitative research method was adopted in this study.Data were collected through hierarchical image analysis,participatory observation,children interview and teacher interview.Using the analytical framework of "Semiotics,rhetoric and communication",this paper makes an analysis along the research thinking of "generation,derivation,meaning production and educational enlightenment".To clarify the meaning of children’s image symbol production,first of all need to have a deep and complete understanding of its own.Analyze how children’s image symbols grow from "painting",what elements and the relationship between different elements.If "children’s image symbol" is regarded as a "plant","children’s life experience" is the "fertile soil" generated by children’s image symbol,"painting" is "seed","iconicity" is "sunshine","children’s body" is "water","children’s thinking" is "air","kindergarten activity" is "nutrient".After realizing the qualitative change from "painting" to "children’s image symbol",it is undergoing quantitative change constantly.Its own evolution has experienced the "scatter type"-"quasi-writing type"-"hamburger type"-"multi-modal type",showing a trend of gradual development to the semantic sequence of Chinese symbols.Research has found that meaning production is multi-dimensional.First of all,from the perspective of semiotics,the corresponding relationship between signifier and signified of children’s image symbols is both "non-arbitrary" and "relative arbitrary".Secondly,from the perspective of rhetoric,children are good at using visual persuasion art to realize the literal meaning of children’s image symbols.They can flexibly use pictographic,homophonic,image metaphor,image metonymy and other image rhetorical methods to promote the connection and correspondence between children’s image symbols "signifier" and "signified".There is a form of "small circle" surrounding "big circle" among different rhetorical modes,and image metaphor and image metonymy are usually overlapped on the basis of homophony.And the use of image rhetoric has a certain preference,sequence.Thirdly,from the point of view of the transmission process of encoding-propagation-decoding.It basically contains all the coding methods of human characters,mainly phonetic coding and ideographic coding.Different from the "image before sound" of Chinese characters,children’s image symbols are "sound before image",and rather rely on language symbols,that is,to realize the creation of visual symbols with the help of auditory thinking.The correspondence between signifier and signified,infinite combination of finite symbols and easy decoding are important coding rules that children follow.Different from teachers’ commitment to in vitro transmission and strong transmission,children will also pay attention to the self-transmission and weak transmission of children’s image symbols.Children’s image symbols also have the aspect of "encryption" and "not easy to decode",which can be used to keep secrets and keep secret contact with friends.Surprisingly,children’s image symbols also have "reflexivity".They can not only create their own image symbols,but also accept and interpret the image symbols created by teachers.Children decode with the help of iconicity,author’s activity and other strategies.However,because of the "fuzziness" of children’s coding,both non-arbitrary and relatively arbitrary characteristics,it is easy to cause confusion to the audience meaning reproduction.In the end,different subjects’ understanding of children’s image symbols already implies and predicts the meaning production of children’s image symbols.Ideal children at the kindergarten level: symbol recognition,symbol creation and symbol application.The analysis of teacher metaphor can be concluded into three types: cryptology,word-theory and transition theory.There are two kinds of different tendencies in teachers’ groups,namely,"innovation" and "system".The understanding of the subject of children is not directly to the stage of "replacing words",but in the "contact with things" first perceive the symbol of the name,and perceive the role of children’s image symbol "replacing words" in interpersonal interaction.Children’s image symbol,as a written language of children,has an important enlightening effect on the understanding and understanding of children’s early writing.Children’s image symbol is a unique and appropriate written language system for children,which makes children’s writing questions very easy to answer,and it is also operable in practice.As the outstanding characteristic of children’s writing language is "understanding before creation",children’s early writing can start as early as in the small class,without having to wait passively for the development of children’s painting ability.This children’s written language has the characteristics of easy recognition,positive experience and so on.Children’s early writing experiences a process from "image" to "image symbol writing" : abandon the "internal shape" and highlight the "external outline";Abandon "decorative" and highlight "indicative";Weaken the "fuzziness" and highlight the "clarity";The space occupied by the image shrinks.The "retreat" and "manifestation" of signifier in children’s image symbol,the concise omission and erasure of signifier expression,make it have the character of words;Developing towards the direction of "small" and "square" contains the component characteristics of the Chinese orthography;The "space between characters" contains the punctuation marks of Chinese characters.Children have the ability of written narrative,and their early writing experiences the process from "image narrative" to "image symbol narrative".We used to think that images were good at "visual space" representation and words were good at "time narrative".Surprisingly,children are good at using the image symbol as a written language to carry out "time narration",and greatly expand their written expression ability with the help of image rhetorical means.