《中國小物理教科書的知識建構》以系統功能語言學和伯恩斯坦的教育社會學為理論指導，更為全面地闡釋了中國小各個層次物理教科書中的知識建構。此外，語言學角度的語義密度和語義重力的研究模型在一定程度上整合了系統功能語言學和伯恩斯坦對知識的研究。其次，修正的實體分類模型，其具體的運用方法和步驟，區分語法隱喻和科技術語的標準以及修正的類別關係系統為分析科學話語中的語場和概念提供了具體的方法。第三，對實體、過程、語類和多模態進行的量化研究以及定性分析使我們更加深刻地理解了各個層次中國小物理教科書中的知識建構是如何層層遞進的。
基本介紹
- 中文名：中國小物理教科書的知識建構
- 作者：趙清麗
- 出版社：廈門大學出版社
- 出版時間：2013年11月1日
- 頁數：259 頁
- 開本：16 開
- ISBN：9787561548424
- 語種：簡體中文
內容簡介,圖書目錄,
內容簡介
《中國小物理教科書的知識建構》由廈門大學出版社出版。
圖書目錄
前言
Table of Contents
List of Abbreviations
List of Figures and Tables
Chapter 1 Introduction
1.1 Research Background
1.2 Objectives of the Study
1.3 Data and Methodology
1.3.1 Data Collection
1.3.2 Data Analysis
1.4 Terminology
1.5 An Overview of the Book
Chapter 2 Literature Review
2.1 Knowledge Interpretation
2.1.1 SFL's Understanding of Knowledge
2.1.2 Interpretation of Knowledge in Bernstein's SE
2.1.3 The Complementarity of Knowledge Interpretation Between SFL and SE
2.2 The Researches into Scientific Discourses
2.2.1 In Pragmatics
2.2.2 In ESP
2.2.3 In SFL
2.2.4 From an Intergrated Perspetive of SFL and LCT
2.3 Researches into Science Textbooks
2.3.1 From a non—SFL Perspective
2.3.2 From a SFL Perspective
2.4 Researches into Force and Motion
2.5 Comments on the Previous Studies
2.6 Summary
Chapter 3 Theoretical framework
3.1 The Framework for the Analysis of Knowledge Building
3.2 SFL
3.2.1 Stratification
3.2.2 Metafunctions
3.2.3 Field in SFL
3.2.4 Grammatical Metaphor and Technicality
3.3 SF—MDA
3.3.1 SF Framework for Mathematical Symbolism
3.3.2 SF Framework for Visual Images
3.4 Bernstein's Knowledge Structure and LCT's Semantics
3.4.1 Bernstein's Knowledge Structure
3.4.2 SD and SG in LCT
3.4.3 A linguistic Perspective of LCT's Semantics
3.5 Summary
Chapter 4 Ways of Knowledge Building in Physics Textbooks
4.1 Building Knowledge Through Genre
4.1.1 Experimental Procedure： A Macro—genre Doing Science
4.1.2 Picture Commentary： A Macro—proto—genre
4.1.3 Story
4.2 Building Knowledge Through Entities and Activities
4.2.1 Building Knowledge Through Entitities in Physics Textbooks
4.2.2 Building Knowledge Through Activities
4.2.3 Taxonomic Relations of Physical Knowledge in School Physics
4.2.4 Summary
4.3 Building Knowledge Through Visual Images
4.3.1 Ideational Meanings Construed by Visual Images
4.3.2 Intersemiotic Ideational Meanings Between Language and Images
4.4 Summary
Chapter 5 A Linguistic Exploration of SD and SG in Physics Textbooks
5.1 The Devel OPment of SG and SD in Physics TextbOOKS
5.1.1 The Development of SG Across Three Levels of Physics
5.1.2 The Development of SD Across Three Levels of Physics Textbooks
5.1.3 Knowledge Building Through SG and SD in Physics Textbooks
5.2 Pattarns of SG and SD in Introducing Technical Concepts
5.2.1 The Pattern of SG and SD in Physics Textbooks of Level 1
5.2.2 The Pattern of SD and SG in Physics Textbooks of Level 2
5.2.3 The Development of SD and SG in Physics Textbooks of Level 3
5.2.4 The Developing Patterns of SG and SD in Physics Textbooks
5.3 Summary
Chapter 6 Conclusion
6.1 Summary of the Findings
6.2 Significance of the Research
6.3 Limitations and Suggestions for Future Work
Appendix
References
