论教育教材语言的“三个世界”

On “the Three Worlds” of Educational Textbook Language

从研究过程来看,由“语言世界”进入到“知识世界”,再进入到“观念世界”,是教育教材语言领域不断拓展、不断深化、不断探索前行的“自为”过程。从研究对象来看,“语言世界”“知识世界”“观念世界”是教育教材语言世界向人们充分“展示”其内在奥秘的过程,同时,三种研究成为教育教材语言研究的三种类型。无论是研究活动的“自为”过程,还是研究对象的“展示”过程,乃至研究类型,都将必然引领人们更深入地进入到教育教材语言这个广阔而深奥、复杂而丰富的语言世界,更好地认识它、把握它,从而更充分地发挥教材在教书育人中对学习者语言习得、知识获取、观念确立上的全面施教作用。

From the“language world”,to the“knowledge world”,to the“concept world”,the research process is a“self-making”process,which keeps expanding,deepening and exploring the language field of educational textbooks.From the perspective of the research object,“the Three Worlds”are the process in which the language world of educational textbooks fully“shows”its internal mysteries.And they also have become the three types of language research of educational textbooks.Whether it is the“self-making”process of research activities,or the“display”process of research objects,or even the types of research,it will guide us to more deeply realize,understand and grasp the broad,profound,complex educational textbook language,so teaching materials can play an important role in learners’language acquisition,knowledge acquisition and concept establishment in teaching and educating.