语义化学科知识教学模式探索

Semantized teaching model for disciplinary knowledge

研究学科外语的主要目的之一是如何教好它。要教好它就需要认识它的特点,以及如何教好它的基本教学模式。本文根据学科知识从理工科学科性极强的学科语言到接近日常语言的学科性较弱的语言,如社会学、人类学等,形成一个连续体的特点,根据Bernstein的知识话语体系来选择相关的话语类别;根据Maton的语义波理论(语义发展模式)建立了一个对于不同的学科知识类别可选择的语义波类型选择系统,这样,就可以根据知识类别来选择合适的教学模式来教授它;运用新伦敦小组的多元读写能力培养模式和设计学习理论来设计教学模式,通过多元能力培养模式的不同阶段来实现语义波的不同阶段的发展模式。这三种理论从三个方面相互补充,相互协调,可以形成一个比较完整、且操作性强的学科外语教学模式。

One of the aims of studying disciplinary language is to know how to teach it well. In order to teach it well, we need to know its characteristics and the basic models of teaching it. The present article is intended to construct a disciplinary lan- guage teaching model by integrating Bernstein＇ s theory of knowledge categorization, Maton＇ s legitimate code theory and New London Group＇ s multiliteracies teaching model on the basis of the fact that the language of disciplinary knowledge from that of science and engineering which exhibit strong disciplinary features to that of disciplines close to daily life like sociology and an- thropology which exhibit weak features of disciplinarity that forms a continuum. Bernstein＇ s knowledge discourse system is used for the choice of type of disciplinary knowledge for teaching; Maton＇ s semantic wave theory （maybe called the semantic development model） , which is a system of semantic wave models for different disciplinary knowledge, is used to select the ap- propriate teaching model according to the type of knowledge structure taught. The multiliteracies teaching model and the theory of learning by design are used to model the practical semantic development of foreign language teaching at its different stages. The three theories can complement and synergize with each other and can form a comprehensively integrated and operable teaching model for disciplinary language teaching. Finally, it is illustrated with specific teaching examples.