| Under the perspective of knowledge dissemination,taking the bimodal attributes in aviation as starting point,and by applying the qualitative content analysis method respectively to Chinese and German children and adolescent popular science books on aviation,this paper manages to do some penetrating analysis and comparison between the two,probing into their modes of dissemination based on visualization means and text,their requirements for cognitive perception,and the room and possibilities they provide for cognitive learning.Popularization of science is a significant part of knowledge dissemination.The knowledge dissemination theory develops differently in China and Germany.At the beginning of this century,it is near perfect in Germany.The theory's perspectives of research and applications include linguistics,pedagogic,behavioral theory and cognitive psychology.However,researches under the perspective of knowledge dissemination are limited to realms of professional exchange and higher education.Researches under the perspective of popular science are mostly conducted on general,uncategorized public basis.Researches on children and adolescent popular books,especially on popular science books are not perfect.In recent years,with more and more books for children and adolescent introduced from abroad,the researches in China fall into several main directions:the importance,dilemma and countermeasures of original native popular science books for children and adolescent;the impact of introducing foreign popular science books for children and adolescent,which via popular science books for children and adolescent under different culture backgrounds bear different characteristics.Therefore,a clearer knowledge dissemination optimization strategy can only be procured by careful comparative research on German and Chinese children and adolescent popular science books,which is now almost absent.This paper chooses two of each German and Chinese children and adolescent popular science books on the prevailing topic of aviation as the object of study,exploring their similarities and differences of knowledge dissemination strategies and influences on cognitive learning.This study tries to answer the following questions:which visualization means do the Chinese and German children and adolescent popular science books use,what are their requirements for cognitive perception and what are their roles in knowledge dissemination?Which strategies are based on text and how to form mental imagery in visualization discourse perception?How to achieve graphic-text interaction and what possibilities does it provide for cognitive learning?What relevance to the optimization of knowledge dissemination via children and adolescent popular science books does this study bear under the cross-cultural background popular Science books for children and adolescent?The main body of this paper consists of three parts:theory,method and analysis.The theory part elaborates the relations between knowledge and ability,knowledge and cognition,following by the types and principles of knowledge dissemination and the role of illustration and text.As mentioned above,the defects of the existing research and comparative research on children and adolescent popular science books means this study can't be based on a well-developed and complete framework from the past,but a borrowed,consolidated,adjusted theory according to the characteristics of the object of study.Beginning with the analysis of book illustrations,comparisons of the role of images,signs,maps,isotype,infographics,as well as the conventional presence of visual expression are covered successively.From both angles of scientific narrative techniques and formation of mental imagery,the paper analyzes language used in these books and elaborates the distinguishing textual strategies used.Focused mainly on the contents,the analysis of graphic-text interaction includes the relations of equivalence,complementarity,foreknowledge participation,and the similarities and differences of the language orientation of picture perception in German and Chinese texts.The analysis concludes that image dominates in all the visualization methods in the corpus and has rich details.Among them form pictures and realistic paintings the majority,storing perceptual elements closest to reality.Flexible and diverse visualization means are used in German books also.The requirements of cognitive perception and the role it plays vary among different visualization.Isotype simplifies the perception of abstract data,while complex infographics diminish the logic advantage of the language.In Chinese books,the explanation is mostly done by text with verbal exposition full of rich thoughts,lacking diverse visualization means.As for the text analysis,German books are good at adopting interviews,whereas Chinese books excel at narration and integrating Chinese culture,philosophy and knowledge dissemination by poetry.In the aspect of perception of figurative language,there are differences of expression and cognition requirements in visual association,cognitive metaphor and iconicity between Chinese and German books.In respect of relations between illustrations and text,the interaction level of German books is deeper,with more diversified relations in them.The text in Chinese books independently constitutes continuity of Senses,with the illustrations merely as an extra explanation.The internal relations between two modalities are weaker than that in German books.The comparison of these bimodal Chinese and German children and adolescent popular science books on aviation shows that-they all have their own characteristics and advantages in perception possibilities and cognitive requirements lying in each Presentation Layer.The introduction and development of German children and adolescent popular science books in China will have impact on Chinese original books of the same kind.Under such cross-cultural circumstances,the popular science books for children and adolescent should optimize its knowledge dissemination according to the distinctiveness of the target audiences and also the advantages and disadvantages of German and Chinese books. |
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