發(fā)布時(shí)間：2018-10-26 17:04

【摘要】：隨著科學(xué)教育研究的不斷發(fā)展,逐步從內(nèi)容層面的宏觀角度走向科學(xué)話語(yǔ)層面的微觀分析。本研究試圖以社會(huì)文化為背景的科學(xué)教科書(shū)文本話語(yǔ)分析探索那些被現(xiàn)代社會(huì)文化所接受的科學(xué)知識(shí)的話語(yǔ)是如何形成,又是因何產(chǎn)生變化,一方面有助于教科書(shū)的發(fā)展建設(shè),另一方面更有助于在教學(xué)實(shí)踐中合理地把握文本內(nèi)容與學(xué)生思想、情感、觀念形成等之間的關(guān)系。本研究采用了文本分析為主及文獻(xiàn)檢索法和比較研究法為輔,依據(jù)Fairclough文本話語(yǔ)分析的框架,組織和建構(gòu)了本研究的話語(yǔ)分析模型和編碼工具,建構(gòu)科學(xué)教科書(shū)的知識(shí)及其意義表述方式、科學(xué)學(xué)習(xí)秩序建構(gòu)、社會(huì)實(shí)踐與應(yīng)用三個(gè)向度的分析指標(biāo)。研究結(jié)果發(fā)現(xiàn):一、我國(guó)的社會(huì)文化背景影響了國(guó)內(nèi)科學(xué)教科書(shū)的話語(yǔ)表述方式,主要體現(xiàn)于在使用抽象性描述的外在表征與結(jié)果性知識(shí)的內(nèi)部表征相結(jié)合,且在學(xué)生科學(xué)話語(yǔ)的形成過(guò)程中以日常概念為主。二、國(guó)內(nèi)初中科學(xué)教科書(shū)話語(yǔ)表述方式?jīng)]有充分幫助學(xué)生科學(xué)思維方式的培養(yǎng)和科學(xué)人文價(jià)值的塑造,仍然以傳統(tǒng)的探究過(guò)程設(shè)計(jì)程式的思維訓(xùn)練為主,沒(méi)有進(jìn)一步培養(yǎng)類(lèi)比、模型等科學(xué)方法,雖然明確科學(xué)的發(fā)展要為社會(huì)服務(wù),但不重視科學(xué)屬于大眾,且科學(xué)功利性的思想滲透太多。三、國(guó)內(nèi)初中科學(xué)教科書(shū)話語(yǔ)表述方式對(duì)學(xué)生科學(xué)素養(yǎng)的提高程度仍然局限于知識(shí)技能、情感態(tài)度價(jià)值、科學(xué)技術(shù)社會(huì)等方面,在研究自然、批判性思維訓(xùn)練等層面的深入程度不足。最后,在研究的基礎(chǔ)上對(duì)改進(jìn)科學(xué)教科書(shū)中的話語(yǔ)表征方式提出了一些建議,并提出了研究的局限性和未來(lái)研究的趨勢(shì)。
[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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.98

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本文編號(hào)：2296407