基于社会文化背景的初中科学教科书话语分析研究
发布时间：2018-10-26 17:04
【摘要】：随着科学教育研究的不断发展,逐步从内容层面的宏观角度走向科学话语层面的微观分析。本研究试图以社会文化为背景的科学教科书文本话语分析探索那些被现代社会文化所接受的科学知识的话语是如何形成,又是因何产生变化,一方面有助于教科书的发展建设,另一方面更有助于在教学实践中合理地把握文本内容与学生思想、情感、观念形成等之间的关系。本研究采用了文本分析为主及文献检索法和比较研究法为辅,依据Fairclough文本话语分析的框架,组织和建构了本研究的话语分析模型和编码工具,建构科学教科书的知识及其意义表述方式、科学学习秩序建构、社会实践与应用三个向度的分析指标。研究结果发现:一、我国的社会文化背景影响了国内科学教科书的话语表述方式,主要体现于在使用抽象性描述的外在表征与结果性知识的内部表征相结合,且在学生科学话语的形成过程中以日常概念为主。二、国内初中科学教科书话语表述方式没有充分帮助学生科学思维方式的培养和科学人文价值的塑造,仍然以传统的探究过程设计程式的思维训练为主,没有进一步培养类比、模型等科学方法,虽然明确科学的发展要为社会服务,但不重视科学属于大众,且科学功利性的思想渗透太多。三、国内初中科学教科书话语表述方式对学生科学素养的提高程度仍然局限于知识技能、情感态度价值、科学技术社会等方面,在研究自然、批判性思维训练等层面的深入程度不足。最后,在研究的基础上对改进科学教科书中的话语表征方式提出了一些建议,并提出了研究的局限性和未来研究的趋势。
[Abstract]:With the continuous development of scientific education research, the micro analysis of scientific discourse level is gradually moving from the macro perspective of content level to the level of scientific discourse. This study attempts to explore how and why the discourse of scientific knowledge accepted by modern society and culture is formed and changed, which is helpful to the development and construction of textbooks on the one hand, while the discourse analysis of text texts based on social culture is trying to explore how the discourse of scientific knowledge accepted by modern society and culture is formed. On the other hand, it is helpful to grasp the relationship between text content and students' thoughts, feelings and ideas in teaching practice. In this study, the discourse analysis model and coding tools are organized and constructed according to the framework of Fairclough text discourse analysis, which is supplemented by text analysis, literature retrieval and comparative research. Construction of science textbook knowledge and its meaning expression, construction of scientific learning order, social practice and application of the three dimensions of analysis indicators. The results are as follows: first, the social and cultural background of our country has influenced the way of discourse expression in domestic science textbooks, which is mainly reflected in the combination of external representation using abstract description and internal representation of resultant knowledge. And in the process of formation of students' scientific discourse, the main concept is daily. Second, the way of discourse expression in domestic junior middle school science textbooks does not fully help the cultivation of students' scientific thinking mode and the shaping of scientific humanistic value, and it still focuses on the thinking training of traditional inquiry process design program, and does not further develop analogies. Models and other scientific methods, although it is clear that the development of science should serve the society, but do not attach importance to science belongs to the public, and scientific utilitarian ideas permeate too much. Third, the degree of improvement of students' scientific literacy by discourse expression in domestic junior high school science textbooks is still limited to knowledge and skills, emotional attitude value, science and technology society, and so on. Critical thinking training and other levels of depth is insufficient. Finally, on the basis of the research, some suggestions are put forward to improve the discourse representation in science textbooks, and the limitations of the research and the trend of future research are also put forward.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.98
本文编号：2296407
[Abstract]:With the continuous development of scientific education research, the micro analysis of scientific discourse level is gradually moving from the macro perspective of content level to the level of scientific discourse. This study attempts to explore how and why the discourse of scientific knowledge accepted by modern society and culture is formed and changed, which is helpful to the development and construction of textbooks on the one hand, while the discourse analysis of text texts based on social culture is trying to explore how the discourse of scientific knowledge accepted by modern society and culture is formed. On the other hand, it is helpful to grasp the relationship between text content and students' thoughts, feelings and ideas in teaching practice. In this study, the discourse analysis model and coding tools are organized and constructed according to the framework of Fairclough text discourse analysis, which is supplemented by text analysis, literature retrieval and comparative research. Construction of science textbook knowledge and its meaning expression, construction of scientific learning order, social practice and application of the three dimensions of analysis indicators. The results are as follows: first, the social and cultural background of our country has influenced the way of discourse expression in domestic science textbooks, which is mainly reflected in the combination of external representation using abstract description and internal representation of resultant knowledge. And in the process of formation of students' scientific discourse, the main concept is daily. Second, the way of discourse expression in domestic junior middle school science textbooks does not fully help the cultivation of students' scientific thinking mode and the shaping of scientific humanistic value, and it still focuses on the thinking training of traditional inquiry process design program, and does not further develop analogies. Models and other scientific methods, although it is clear that the development of science should serve the society, but do not attach importance to science belongs to the public, and scientific utilitarian ideas permeate too much. Third, the degree of improvement of students' scientific literacy by discourse expression in domestic junior high school science textbooks is still limited to knowledge and skills, emotional attitude value, science and technology society, and so on. Critical thinking training and other levels of depth is insufficient. Finally, on the basis of the research, some suggestions are put forward to improve the discourse representation in science textbooks, and the limitations of the research and the trend of future research are also put forward.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.98
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