科学教育语篇研究的多模态视角

A Multimodal Approach to Science Education Discourse

科学教育语篇中的多模态特征是当前国际教育界关注的热点问题。系统功能语言学通过层次化的视角分析文字、图像、化学式等不同表征手段,进而剖析多模态构建意义的特殊方式,并帮助学生掌握科学概念。多模态研究考察的对象包括图画等非语言表征手段的独特功能,同一语篇中不同模态之间的互动关系,以及不同模态之间的转化历程。本文主要结合化学学科中的图文并茂现象介绍多模态研究的理论依据和研究范围,并探讨该项研究对我国科学教育的启示。

Multimodality in scientific discourse has attracted growing interest from science education researchers and practitioners. The lens of stratification by systemic functional linguistics（ SFL） is useful to reveal how specialized meaningmaking patterns are constructed in the form of multisemiotic representations,thereby helping novice learners better understand scientific concepts. SFL-Informed multimodal studies have made preliminary efforts to explore functional specialization of non- verbal modes like visual images,the relationships between different semiotic resources in the same text,and the transformation from one mode to another. With a reference to representations in chemistry education,this study reviews the theoretical underpinnings and analytic methods of multimodality and discusses its pedagogical implications for enhancing Chinese students＇ disciplinary literacy.