神话重构与教育赋能：符号教育学视域下《哪吒2》的叙事解码

Mythological Reconfiguration and Educational Empowerment: A Semiotic Pedagogical Perspective on Narrative Decoding in Ne Zha 2

This study, grounded in Cui Qien’s semiotic pedagogy theory, examines the modernist translation mechanisms of traditional mythological symbols and their pathways to educational empowerment through a case analysis of the animated film Ne Zha 2: Devil Child Tides Over the Sea. By employing textual close reading and semiotic stratification analysis, the research reveals that the film deconstructs the fatalistic framework of traditional mythology through cyborgization reconstruction, while utilizing spatial metaphors of virtual-real symbiosis to expose the dialectical tension between educational discipline and individual awakening. Furthermore, the study highlights that in the process of technological embodiment, semiotic education not only activates critical thinking through immersive interactions but also confronts risks such as technological alienation and algorithmic echo chambers. The paper validates the theoretical value of semiotic pedagogy in balancing technological empowerment and educational authenticity within the era of virtual-physical convergence.

本研究基于崔岐恩的符号教育学理论，以动画电影《哪吒之魔童闹海》为研究对象，探讨传统神话符号的现代性转译机制及其教育赋能路径。通过文本细读与符号学分层解析，研究发现影片通过赛博格化重构解构了传统神话的宿命论框架，以虚实共生的空间隐喻揭示了教育规训与个体觉醒的辩证张力。研究进一步指出，技术具身化进程中，符号教育既通过沉浸式交互激活批判性思维，亦面临技术异化与算法茧房的风险。论文验证了符号教育学在虚实融合时代平衡技术赋能与教育本真性的理论价值。