摘要
学校教育中的每一学科都有其特定的知识结构。语言作为知识传播的主要媒介,是教育活动得以实现的重要基础。在梳理伯恩斯坦社会教育学和功能语言学学科对话和马丁对语域和概念意义探讨的基础上,基于口头和书面历史语篇的个例研究,文章从分类关系、语法隐喻和因果关系入手,探讨语篇在情景重置后经验关系系统中所呈现出的差别。研究发现,口头历史带有很强的"故事"特征,而书面历史则试图拉开事件本身和书写内容之间的经验距离。
In institutional education,different subjects are marked off by their own disciplinary knowledge; language,as the main media of knowledge transmission,is vital for educational practices. We start by reviewing the disciplinary dialogue between Bernsteinian sociology and functional linguistics and Martin＇s discussion of field and ideation. Based on a case study on spoken and written history,this paper attempts to analyse the differences in ideational system for the ＂recontextualised＂discourses in terms of classification,grammatical metaphor and causal relation. It is suggested that the spoken history is more of＂story＂,while the written history tries every means to distance us from the retrievable past.
出处
《北京科技大学学报（社会科学版）》
2016年第2期16-23,共8页
Journal of University of Science and Technology Beijing(Social Sciences Edition)
基金
中央高校基本科研业务费项目"语篇体裁类型学视角下的知识建构研究"(编号为SKZZY2014048)的阶段性研究成果
关键词
口头和书面历史
知识结构
情景重置
经验关系系统
spoken and written history
knowledge structure
recontextualization
ideational system
