中美小学科学教材问句的实态分布调查--以天气知识点为例

Investigation on the Real Distribution of Interrogative Sentences Applied in Chinese and American Primary School Science Textbooks——Taking Weather Knowledge as a Case

中美小学科学教材在问句的使用上差异明显。以苏教版、教科版、美国版三套小学科学教材共有天气知识点内容中的问句为研究对象,对问句的使用情况从类型分布、功能分布、问句链长、有无回答等角度进行了具体的对比、考察和分类统计分析。研究发现:科学教材文本,结构上以特指问句为主要类型,功能上以引入性问句为主;中美科学教材语言表述方式存在明显差异,国内版教材问句链长度明显较长,而且有相当数量的陈述性知识存在以问句、图片代替知识陈述现象,还存在问句在教材中找不到答案的现象,这将影响教材的可读性,从而影响教材功能的发挥。本研究试图从语言学角度,透过对问句考察分析,揭示不同版本教材在安排教学内容和实现教学目标上的差异。

There were several significant differences in the use of interrogative sentences between Chinese and American primary school science textbooks.This research took interrogative sentences contained knowledge of weather from science textbooks published by Jiangsu Education Press,Education Science Press and Zhejiang Education Press authorized by the United States Macmillan Corporation.We studied interrogative sentences of three sets of textbooks by comparing the number of different types of structure and function,the length of interrogative sentences chain and the answer types of interrogative sentences etc.There are perhaps four conclusions to be drawn from the above study:Science textbooks tended to use definite interrogative sentences as the main structure type and introducing interrogative sentences as the main function type;Chinese science textbooks arranged longer interrogative sentences chains than American's and used more interrogative sentences and pictures to represent declarative knowledge.Among those interrogative sentences in Chinese textbooks,many were not answered in the book.As a consequence,Chinese science textbooks were more difficult to teach and learn.By analyzing the interrogative sentences,we tried to reveal the differences in textbooks' arrangement of teaching contents and realization of teaching objectives.