我国数学教科书语言维度的意识形态分析
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摘要
借助语言分析发现,我国数学教科书更加注重数学知识的人类属性,但是这种现状与当下育人要求仍有很大差距;依靠语言要素的频次和相关关系强化意识形态,反映出权威的控制减弱,学生的地位得到提高。而对数学教科书意识形态的批判性分析,促使我国数学教科书研发者和编制者反思教科书中知识的选择和呈现,提升教师质疑和批判教科书的能力,给教科书评价提供了一个新的视角。
By the language analysis,we find that mathematics textbooks of China pays more attention to the feelings of students in the process of knowledge acquisition and the recognition of knowledge among intersubjectivity.But there is still a big gap between the current situation and the requirements of education.We also find that the status of the students has been raised while the control of authority weaken.The power relationship relies on the relationship between linguistic elements.The critical of mathematics textbooks of ideological analysis can promote researchers and compilers of mathematics textbooks to reflect on how to select and present knowledge in textbooks,and enhance teacherscritical analysis skills.The above will provide a new perspective for textbook evaluation.
By the language analysis,we find that mathematics textbooks of China pays more attention to the feelings of students in the process of knowledge acquisition and the recognition of knowledge among intersubjectivity.But there is still a big gap between the current situation and the requirements of education.We also find that the status of the students has been raised while the control of authority weaken.The power relationship relies on the relationship between linguistic elements.The critical of mathematics textbooks of ideological analysis can promote researchers and compilers of mathematics textbooks to reflect on how to select and present knowledge in textbooks,and enhance teacherscritical analysis skills.The above will provide a new perspective for textbook evaluation.
引文
[1]林崇德.学生发展核心素养:面向未来应该培养怎样的人?[J].中国教育学刊,2016(6):1-6.
[2]钟启泉.学科教学的发展及其课题:把握“学科素养”的一个视角[J].全球教育展望,2017,46(1):14-18.
[3]黄国文,徐瑶.语篇分析与话语分析[J].外语与外语教学,2006,211(10):2.
[4]M阿普尔,L克里斯蒂安-史密斯.教科书政治学[M].侯定凯,译.上海:华东师范大学出版社,2005:91.
[5]石鸥,赵长林.科学教科书的意识形态[J].教育研究,2004(6):72.
[6]卢永欣.语言维度的意识形态分析[M].北京:社会科学出版社,2013:56.
[7]Morgan C.Word,definitions and concepts in discourses of mathematics,teaching and learning[J].Language and Education,2004,8(2):1-15.
[8]胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994:230,235.
[9]陈飞凤.新闻文本的语篇功能研究[D].汕头大学硕士学位论文,2005:80.
[10]胡壮麟,朱永生,张德禄,等.系统功能语言学概论[M].北京:北京大学出版社,2005:261.
[11]Paul Ernest.数学教育哲学[M].齐建华,张松枝,译.上海:上海外语教育出版社,1998:56.
[12]Erik Knain.Ideologies in school science textbooks[J].International journal of science education,2001,23(2):319:329.
[13]姜添辉.教师是专业或是观念简单性的忠实执行者:文化再制理论的检证[J].教育研究集刊,2003,49(4):126.
[2]钟启泉.学科教学的发展及其课题:把握“学科素养”的一个视角[J].全球教育展望,2017,46(1):14-18.
[3]黄国文,徐瑶.语篇分析与话语分析[J].外语与外语教学,2006,211(10):2.
[4]M阿普尔,L克里斯蒂安-史密斯.教科书政治学[M].侯定凯,译.上海:华东师范大学出版社,2005:91.
[5]石鸥,赵长林.科学教科书的意识形态[J].教育研究,2004(6):72.
[6]卢永欣.语言维度的意识形态分析[M].北京:社会科学出版社,2013:56.
[7]Morgan C.Word,definitions and concepts in discourses of mathematics,teaching and learning[J].Language and Education,2004,8(2):1-15.
[8]胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994:230,235.
[9]陈飞凤.新闻文本的语篇功能研究[D].汕头大学硕士学位论文,2005:80.
[10]胡壮麟,朱永生,张德禄,等.系统功能语言学概论[M].北京:北京大学出版社,2005:261.
[11]Paul Ernest.数学教育哲学[M].齐建华,张松枝,译.上海:上海外语教育出版社,1998:56.
[12]Erik Knain.Ideologies in school science textbooks[J].International journal of science education,2001,23(2):319:329.
[13]姜添辉.教师是专业或是观念简单性的忠实执行者:文化再制理论的检证[J].教育研究集刊,2003,49(4):126.