ABSTRACT

The paper focuses on the representation of landscapes and the depiction of landscape features in the photographic images of textbooks, the perception, recognition and imagination of landscapes by the school population, and the possible link between both. The empirical element of the study is based on the case of Slovenia and includes quantitative and qualitative analysis of photographs in textbooks and questionnaires completed by primary and secondary school students (aged 10–18 years). The results show that the photographs emphasise natural, rural, and tangible aspects of landscapes, while students’ imagination also includes urban, dynamic and, especially, intangible elements. We discuss the relevance of stability, generational gap, image retention, and recognisability. One of the key conclusions is that there is a dichotomy between the representation of landscape in textbooks and in students’ imagination, but it is not clear-cut.

摘要

论文重点研究了教科书摄影图像中风景的表现和风景特征的刻画，学校人群对风景的感知、认知和想象，以及两者之间可能存在的联系。该研究的实证元素基于斯洛文尼亚的案例，包括对教科书和中小学生（10-18 岁）完成的调查问卷中的照片进行定量和定性分析。结果表明，这些照片强调风景的自然、乡村和有形方面，而学生的想象力还包括城市、动态，尤其是无形的元素。我们讨论稳定性、代沟、形象保留和可识别性的相关性。