从课本到微课的再符号化个案研究
A Case Study of Re-Semiotization from Text-book to Micro-Lecture

微课是适应短视频时代的一种学习资源，本文基于社会符号学的理论框架探讨课本内容转化为微课短视频作品所涉及的再符号化及意义建构过程。研究结果表明，课本和微课语境构型不同，其语场、语式和语旨决定了各自的模态符号的差异；相比课本内容，微课短视频采用多种模态共同表意，优化了符号配置和意义构建。
Micro-lecture is a kind of learning resource to adapt to the short video era. Based on the theoretical framework of social semiotics, this paper discusses the re-semiotization and meaning construction process involved in the transformation of textbook content into micro-lecture. The results show that field, mode and tenor make a difference in modality choice in the textbook and micro-lecture. Com-pared with the textbook content, the micro-lecture uses a variety of modalities to express the meaning, optimizing the semiotic configuration and meaning construction.