科学教科书中的意识形态及其话语建构--以初中物理和化学教科书为例

Ideology and Its Discursive Construction in Science Textbooks: A Case Study of Junior Physics and Chemistry Textbooks

本文依据Bernstein的教育话语理论和系统功能语言学理论,对现行初中物理和化学教科书进行语言分析,以揭示科学教科书的归类和构架原则背后所隐藏的意识形态及其所要建构的理想学习者。研究发现,教科书所展现的强式归类和构架体现了教科书的编码取向:呈现科学的"非人化"、强调科学结果而不是过程、强化研究结论的"确定性"和"不容挑战"的形象。这种编码取向不利于提高学习者的科学素质,有碍其自主和创新精神的培养。解决该问题的方法是改变科学话语,尤其是科学语言,以提高学习者的参与积极性。

Drawing on Bemstein＇s theory of pedagogic discourses and Systemic Functional Linguistics, this article conducts an analysis of the language of Chinese junior school textbooks of physics and chemistry so as to reveal the ideology hidden behind the classification and framing of science textbooks and the ideal readership they are trying to construct. It is found that the coding of science text- books is characterized by a strong classification and fram- ing orientation, as reflected in presenting science as ＂inhuman＂, emphasizing science products over processes and reinforcing an illusion of unequivocality and non - chal- lengeability of research conclusions. Such a coding orientation hinders the development of the learners＇ scientific literacy and innovativeness. To address this problem, the most viable solution is to change the language of scientific discourses with a view to promoting the learners＇ initiative and engagement.