The work aims to systematically explore the construction mechanism and application model of visual communication strategies in children's popular science picture books about viruses based on the multimodal semiotics theory and the children's cognitive development theory, so as to enhance adolescents' cognitive construction of viral transmission mechanisms and related medical knowledge. Using the case study method, the multimodal semiotics theory, the children's cognitive development theory, and visual communication design principles, a systemic functional multimodal discourse analysis framework was employed to deeply analyze the representational meaning, interactive meaning, and compositional meaning of the picture book "Journey into Viruses". The study found that the picture book successfully transformed abstract viral science concepts into visual representations that were consistent with the cognitive characteristics of children aged 7-11 by utilizing strategies such as anthropomorphic symbol construction, emotional color coding, and hierarchical information architecture. In conclusion, multimodal visual communication strategies in the design of children's popular science picture books on viruses not only enhance the dissemination of complex scientific knowledge but also promote children's cognitive development and emotional regulation. Future picture book creation should further optimize visual symbol design, enhance cross-modal synergy, and expand the multimodal application of digital media platforms.
Key words
multimodal design /
visual communication /
children's popular science picture books /
cognitive development /
design strategies
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